LOOK BEFORE YOU FLIP! EXPLORING WAYS TO ACTIVATE STUDENTS

ASSIGNMENT: WHY DOES THIS WORK?

POTENTIAL DOWN-SIDES OF FLIPPING  Students don’t understand the video no matter how many times they watch it.  Students only hear one interpretation of the material.  Students lose formative assessment feedback upon first exposure to material.  Students invent their own rules, which may not be mathematically sound.  Students don’t know how to filter out (from text) unimportant aspects.  Students halfway watch the video, and expect others to catch them up in class.  Students lose the opportunity to discover things gradually (if video gets to “the punch line” before the student is ready).  Curriculum is broken into discrete packages; big picture may be lost.

RECENT RESEARCH STUDENT OUTCOMES IN A “FLIPPED” UNDERGRADUATE CALCULUS I COURSE Cyntreva Paige and Joseph Hunt In this study at a large public university, students were enrolled in either a “flipped” Calculus I course (n = 1475) or one with a more traditional lecture format (n = 562). All students were given a Calculus Concept Inventory (CCI) (Epstein, 2007) on the first and last day of class. Using the CCI, student gains in flipped classes were compared to those in traditional classes. Approximately half of the sections had a common final exam and this exam was used as an additional strategy for evaluating student outcomes. Although student performance in individual sections varied slightly, there was no difference in student outcomes between the flipped and traditional classrooms.

WAYS TO KEEP STUDENTS ACTIVE DURING LECTURE  Think-pair-share  Take-it-from-here  Notes with holes  Student readers  Moments of silence  Stand-up-and-stretch  Incorporate music or art

THE BOTTOM LINE

THANK YOU FOR ATTENDING! S110 Look Before You Flip: Exploring Ways to Activate Students Anne Vance Austin Community College Michael McCarthy Austin Community College