2014-AMATYC S037 – Flipping the Classroom: Beginners to Advanced
Sophia Georgiakaki, Tompkins Cortland Community College, NY
Why Flip?
3 credits à not enough time to cover content
Success rates 42% or lower
Students claim to understand lecture in class but cannot figure out problems at home
What I Needed
Increase lecture time (learning time)
Increase practice time
Supervise problem solving
Increase success rates
What Is Needed to Flip
Access to course material outside of class
Incentives for students
Two Kinds of Audiences
090/095 Pre-Algebra/Beginning Algebra
LAB HOUR; HAVE SEEN THE CONTENT BEFORE; DO NOT GO ONLINE VOLUNTARILY; LOW RETENTION
100/132/181/200/202
MATERIAL FOR THE FRIST TIME; GO ONLINE OFTEN; HIGH RETENTION
Beginner’s Flip
Pre-lecture Exercises (examples provided)
Pre-lecture Notes (examples provided)
Complete Lecture Notes (examples provided)
Readings (examples provided in presentation)
Writing/Journal Entries (examples provided)
Advanced Flip
Videos of Problem Solving (examples provided)
Flip-books (examples provided in presentation)
Web-comics (examples provided)
YouTube Channel (examples provided)
MyOpenMath (examples provided)
Pre-Lecture Exercises
· Pre-Algebra Examples
· Beginning / Pre- Algebra Examples
· Intermediate Algebra Examples
· College Algebra Examples
· Precalculus Examples
Pre-Lecture Notes (examples provided)
Provide “Incomplete Notes”
Students review them before they come in
We complete them together in class
More time for actual problem solving and apps
Organized and correctly laid out
Complete Lecture Notes
Instructor fills-in pre-lecture notes
Scan to PDF
Publish on Bb
Easy review (instructors/students)
Available to those who miss class
Readings
Algebra/Discrete/Statistics
Read key parts of next section
Answer basic questions (optional) or fill in parts of incomplete notes
Solve “easiest” exercises
Pre-Algebra (examples provided)
Readings across sections
Each chapter has 4 – 6 readings
Instructors choose one for grade and one for xcredit
Some Per-Algebra topics, some advanced topics
Readings in Pre-Algebra
Students’ reading level
Answers provided in the book (should we or should we not?)
Must start in class
Ideally, finish in class
Model proper reading
Pick “best fit” activity
Writing/Journal Entries
Guided reading notes (pre-lecture)
Critical thinking questions (post-lecture)
In-depth thinking of material
Topics for in-class discussion
Pre-Algebra
Part of every homework
Guided entries – short & targeted
Emphasis on vocabulary and terminology
· May be assigned before or after topics are covered
· How can Journal Entries flip?
· Guided entries related to future/repeating topics
· Journals as reflections to readings
· Critical thinking questions related to two or more topics
Do These Work?
They require reading and writing
Reading skills?
Math skills?
Organizational skills?
Writing skills?
Attention span?
Brain processes?
Multimedia Vs. Print
Which is a better messenger?
How available is each one?
How much of each?
Should reading be eliminated altogether?
Will students do the work?
What is the audience?
Multimedia & Flip
Responsibility on students
Commitment
Meeting time not productive if “homework” has not been done
Interactive activities must be included
First Videos: Podcasts
Podcasts of problem solving only
Free Software (JING) – 5 min max
Fast, short, “better”
View as many times as needed
Stop/resume/rewind
My students were listening to my teaching
Podcasts: Did They Work?
For some only
Notes and videos paired up BUT
Multimedia / text were separate
Reading the notes?
Viewing the videos?
Linking the video to the appropriate notes?
Podcasts: What’s Missing
Videos for all 50 hwk problems
Organizational skills (which video for #29?)
Note taking while watching
If absent, ability (and willingness) to search
Material was NOT GROUPED
Flip-books: All in One
WHAT IS ALL: text, video, interactive, feedback
Short and right to the point
Had to invest in commercial software
FREE to students
Flip-books: Drawbacks
Not all students viewed flip-books
Several unable to keep track of course schedule
Internet needed to view
Most homework still on paper
Those who left it for last minute were overwhelmed
Webcomics
Commercial software (cheaper)
Student alterations allowed
- Fill blanks/balloons, create story & videos
More appealing/fun final product
Easy to use
Have text, notes, audio, video, hyperlinks
Webcomics: Yes?
More fun & easy to learn
Hyperlinks / Video / Audio / Reuse Videos
Book form
Webcomis: No?
Fun math stories are challenging!
Story made comics lengthy
Illustration made them lengthier
Grade assigned was necessary
Okay for Early Childhood students
YouTube Channel
Pre-lecture: View videos; Take notes / answer questions; Bring to class for grade
Post-lecture: Ask me a question; Ask for clarification; Ask about specific hwk problem
Most links are private
Most links correspond to specific, in-class activities or homework problems
Assist asynchronously and over the weekend
Instructor must be connected during off-hours
Create a channel : register in YouTube (email)
Creating videos is super easy
◦ Phone / Webcam / Screenshots
Make your videos short
Uploading to YouTube is very easy
Decide how wide of an audience you want
Decide how to market your videos
Students will watch if they have a reason to
MyOpenMath (MOM)
OER - Part of Kaleidoscope Project 2011
Used in my sections starting in Spring 2012
Used in ALL Intermediate Algebra sections at TC3 starting in Spring 2014
Video tutorials with workbook
Algorithmically generated practice problems immediately following tutorial
Algorithmically generated hwk problems
Automated Gradebook
We supplement with Incomplete notes, Complete notes, Customized courses per instructor, YouTube Channel, Library support, Customized homework problems, Practice tests / Review assignments
100% flipped (hybrid and online sections)
Videos (mandatory and graded)
Complete practice problems
Fill out notes and bring to class
Complete homework in class
Come to class with questions
Partially flipped (fastrack & majority of sections)
- View certain videos ahead of time
- Fill-out part of incomplete notes or workbook
- Complete rest of notes in class
- Start homework in class
- Bring homework questions to class
· No need to re-invent the wheel (videos available)
· Ability to add videos & exercises
· Keep content organized & in the order you want
· Customize to instruction style
Success Rates (more data provided in presentation)
Spring 2014
◦ Customized MOM to all sections
◦ Overall Success: 53%
◦ Avg Past Springs Success: 42%
Summer 2014
◦ Customized MOM to all sections
◦ Success: 67%
Why do I Flip?
I need less time to “lecture”
I have more time to demonstrate practice problems
I can supervise problem solving
I have better success rates
Do You Want to See?
Go to www.myopenmath.com
Register for my practice course:
◦ Course ID: 466
◦ Enrollment Key: welcome
Look around and play
Do You Want More?
Go to www.myopenmath.com
Request instructor account
Email me with questions: