From Global Skills for College Completion A Bill and Melinda Gates Foundation Project Presented by Joyce Lindstrom, Ed.D. For American Mathematical Association for Two-Year Colleges November 15, 2014

 Professional development for faculty, by faculty  Year-long focus on one developmental math course with weekly submissions of activities, assessments, reflections, challenges and occasional submissions of classroom videos  Review of each submission by two colleagues on other campuses

 Teams of six faculty  Two assigned to read each submission and respond  Coach read all submissions and responses  I responded to the responses

 Time in a hybrid class  Student errors  Late arrivals  Tardiness

 x 3 systems of equations; rewriting absolute value statements  Sign errors; self-image as poor math students  Too many topics

 Tardiness, leaving early  Review for Mid-Term – require?  Fewer examples, more group work  All on the same page!

12-16 I think students think of attendance in this hybrid class as an option in what they view as an online class…The bottom line I see by flipping my class is that students will be able to earn credits BY being in class but not FOR being in class.

2/4 I am looking forward to this new format; I had fallen into the trap of trying to accomplish in two hours what would normally take four. Impossible, I have concluded.

2-11 What a difference the extra time makes! Whew! or ?

2/11 How can I help this student?...I am looking forward to suggestions from my colleagues. Am I being unfair?

3-4 1) Assessments on content videos 2) Online homework with helps 3) Online quizzes with no helps 4) Online cumulative tests with book, notes 5) In-class Mid-Term and Final exams with one 3 x 5 card (if student prepares it) Is there a better way?

3-11 I needed a way to make students more responsible for their own learning, and the flipped classroom emerged as an option. I like the new flow of the classroom. Thank you, colleagues!

4-1In spite of a few cobwebs, 1) Class has a good attitude 2) They are fun to teach! 3) I sense that they realize I am on their team and want them to be successful! Yes!

Lindstrom, Joyce COURSESECT_NOTERM STU CNT GRD A-C GRD D-F GRD W PASS % W % MAT-121H1C12/FA % 21% MAT-121H1C13/SP % 15% MAT-12104C13/FA %10% MAT-12104C14/SP %19% MAT-12149C14/SP972078%0%

1) Do you watch the videos about the material we will talk about in class before coming to class? 16 Yes 0 No 2) Does watching the videos make the assessments easy to complete? 12 Yes 2 Sometimes 2 No 3) Has the fact that the assessments can be turned in for credit only on the day they are due influenced how often you come to class? 6 Yes 7 No, because I would come anyway 3 No

 Yes, it gets my brain ready to learn the material…  Yes, then I feel like I have a base that can be expanded upon in class.  While I don’t always turn them in, I always watch them, most of the time I watch them more than once because they do in fact provide valuable insight to help w/ completion!

 I do like it that it gives me more to look at if I get stuck. I use the assessments to study sometimes.  It gives me a better understanding how to do the assignment and section.  Half the time [it helps] but the other half I’m confused and just copy what the instructor says without really understanding.  No, it confuses me because in the video they sometimes skip a step and I can’t ask them questions.

 Questions?  What experience do you have with flipping your classroom?  What suggestions do you have for the rest of us?