Bob Martinez Eddie Tchertchian Pierce College Do a Flip! ( Or live - - PowerPoint PPT Presentation

Bob Martinez Eddie Tchertchian Pierce College

Do a Flip!

(Or live on Youtube:

http://www.youtube.com/watch?v=SngYwMsxJ4U)

Ask yourself these questions:

 What is my “job”? Is it to lecture, or is it to facilitate

student learning? Do I have a fixed mindset about teaching or do I have a growth mindset?

 What is the best use of my face-to-face time with my

students? How can my course be more efficient?

 Why did my students bomb my test after I did my

best lecture? (I thought “we” covered the material !)

What is a flip?

 A flip lesson inverts the traditional classroom by delivering

instruction online outside of class and moving “homework” into the classroom.

 In other words: Lecturing happens outside the class and

work happens inside the class.

 (From wikipedia) Flip teaching (or flipped classroom) is a

form of blended learning in which students learn new content online by watching video lectures, usually at home, and what used to be homework (assigned problems) is now done in class with teachers offering more personalized guidance and interaction with students, instead of

• lecturing. This is also known as backwards classroom,

reverse instruction, flipping the classroom and reverse teaching

Before we go further – Captioning for hearing impaired students

 In YouTube, when playing a video you see the cc

button on the play bar below the video – hit that and you have your automatic captioning– pretty good if you spoke clearly in your video!

 Then you go in and edit the automatic cc (easy on

Youtube).

 Or your Special Services department can arrange to

have the videos cc’d properly for you.

Why Do a Flip?

 Your students learn at different rates and have different levels

• f preparation in the subject coming into the class

 In a lecture format students are not 100% paying attention so

they are missing important info.

 Students don’t do their “home” work, or if they do they get

misconceptions

 You spend many hours re-explaining to students who didn’t

“get it”, or are “confused” or were absent.

Why Do a Flip ? (cont’)

 To buy time (quality time) with your students in class so you

can answer their questions individually without rushing.

 You don’t run out of time in your lesson.  You cover all the nuances of the subject without losing half the

class as in a live lecture.

“But I love lecturing – If I’m not a lecturer, who am I?”

 You’re a facilitator, a guide on the side, the ultimate tutor  You can do some clarification “mini-lectures” whenever

needed.

“What do I facilitate?”

 Instead of lecturing you run activities and problem

solving sessions

 Activities change your face-to-face time into student-

focused time (instead of teacher focused time)

 The activities, which you guide, promote higher order

thinking – critical thinking. (listening to you lecture and copying down info is lower level thinking)

“How do I deliver the info students need to do the in-class activities?”

 (Eddie will cover this)

Make your own videos (with or without you actually appearing in

them) and give students the links.

a)

Use a video camera, cell pone, I-pad etc., or use a laptop or a tablet PC with Camtasia or Snag-it (screen recorders) and post

• n You-tube, your faculty page, screencast.com – then email or

post the links for students. Or Facebook.

b) Put your voice over a PowerPoint.

c) Find someone else’s videos. That’s fine, you’ll get over it. d) Give links that go out to content on the web.

“What do my students get out of a flip?”

 They can rewind, pause, or stop you.  They can ask you targeted questions one-on-one in class  They take ownership over their learning by watching and

taking notes on the videos and then coming to class and working.

 They like videos

“What do I get out of the flip?”

 You record your lecture (presentation) once instead of

repeating it over and over for the next 20 years.

 Students do more work than you.  Your class is much more efficient.

“If my students won’t do homework, then how do I get them to watch the videos?” answer: PAIN !

 You have to make video notes count points in the class  Video note checks at the beginning and/or at the end of

• class. “Pass in your notes for video #6”.

Rubric example: 2 pts. for thorough notes, 1 pt. for sketchy notes, 0 pts for being absent or having no notes

 Have students keep an organized portfolio of video notes,

reading notes, and completed work assignments. Check it periodically such as random checks or on test days.

 Your schedule of due dates for video notes has to be VERY

• rganized.

Item # Item 1 Sequences: Read and take notes on section 9.1 Sequences 2 Watch and take notes on these videos: 1) Find first 5 terms of sequence by hand and with a calculator method, and, Find the general nth term of a sequence: http://youtu.be/qFgbtUF_DW4 2) More videos on finding the general nth term of a sequence: https://www.youtube.com/watch?v=FUWSMlI1QXI , https://www.youtube.com/results?search_query=find+general+term+of+a+sequence 3) Definition of Limit of a sequence and examples: http://youtu.be/-MeEi1U-5m8 4) Bounded sequence, Convergence of a monotonic & bounded sequence: http://youtu.be/uJ5GMwykQyA 5) Find whether a sequence converges or diverges; If convergent, find the limit: http://youtu.be/V_srRsUXy80 6) Recursively defined sequences, Fibonacci and nth term approx.; Find a recursive def. for a sequence; Show general term satisfies recursive definition: http://youtu.be/KpieSgSIWek 7) Recursively defined sequences of the form : http://youtu.be/rS8Zj06ft5Y ; The applet used at the end of the video to obtain a graph of [ sequence terms vs. n ] was obtained at this site: http://www.shodor.org/interactivate/activities/Recursion/ 3 Do section 9.1 #1 – 33 odd, 34, 41 – 59 odd (27 problems)

Example of a flip worksheet

Example of a flip schedule

Math 261 #0503 Fall 2015 Calendar Mon Tues Wed Thurs Week 1 31-Aug 1-Sep 2-Sep 3-Sep

Orientation; Review Worksheet: 1-21 22-43 44-65 Test 1: Review Worksheet

Week 2 7-Sep 8-Sep 9-Sep 10-Sep

Holiday Limits and Continuity Worksheet: 1-17 18-34 35-67

Week 3 14-Sep 15-Sep 16-Sep 17-Sep

68-84 85-101 101-117 Test 2: Limits and Continuity

Week 4 21-Sep 22-Sep 23-Sep 24-Sep

Derivatives 1 Worksheet: 1-15 16-32 33-49 50-82

Week 5 28-Sep 29-Sep 30-Sep 1-Oct

83-99 100-115 116-132 133-165

Week 6 5-Oct 6-Oct 7-Oct 8-Oct

Examples of video types

 Content videos

http://www.youtube.com/watch?v=po4KO_ds-S4

Examples of video types (cont’)

 “Going over your syllabus” video  “How to do a process” videos  Topic Motivation videos (by yourself)  Topic Motivation videos (by someone else)

How I did my flip

 I flipped my Calculus classes and will flip my Intermediate

Alegbra class this semester at Pierce College

 100% flip – I flipped every lesson  Recorded 481 videos so far for Calculus 1,2 and

Intermediate Algebra with 274,937 views (http://www.youtube.com/ search on MartinrmPierce )

 Made worksheets and a calendar to guide students step by

step

What my flip class usually looks like

Do a Flip – get an imbedded tutor!

 Free volunteer imbedded (in-class) tutor to walk around

the class helping students with you. Interns are volunteers looking for resume building activities. They don’t have to be full time students, they don’t have to even go to your college!

 Or see your tutoring center to get an imbedded tutor that is

paid.

 Since you are doing a Flip (and not lecturing for that lesson

• r lessons), you are totally justified to have one.

 Talk to your Learning Center director about it.

Flip Survey Student Responses

 Not only did i learn more than other math classes but

i worked harder because the path to it was more accessible, while others are more ambiguous and

• repetitive. I worked a variety of problems i never

thought i could solve or understand where examples from the book leave you stranded. technology also played a huge role to understanding calculus. I really hope next class will be flip side as well. I wish this was the standard way of teaching math.

Survey responses – cont’

 I loved the flip class. Personally I found that I excelled

in this class method much more than I did for my previous math classes. It broke down the material in a way that I could easily understand it and get things

• done. Also, it helped me develop my study habits that

are integral (pun not intended) to my college career.

Survey responses – cont’

 This has been the best math class I have taken so far. I

really like the flip style and I think I learned a lot more because of it. There should be more math classes like this one. And Martinez is a really good teacher.

Survey responses – cont’

 I don't remember ever being so productive during a

math course. The long lectures during past math courses got confusing, and were too linear. With the flip, everyone is able to be on the same page, the instructor is accessible, and rather than a focus on teaching the theory or teaching the application, we get a balanced, holistic understanding of

• mathematics. I don't understand why this isn't more

popular, as it just makes sense once you experience it.

Survey responses – cont’

 Basically, learning and taking notes on the lecture

from the youtube videos before we go over it in class was what allowed me to pass this class. Because i would come in and review and it gave me more time in class to ask "what if" questions. Also more practice problems that really helps build our

• skill. I definitely enjoyed the flip style and would

recommend that all calculus should be taught that way!

Survey responses – cont’

 I really enjoyed the flip style, because it was very

flexible and worked perfectly with my schedule. Also being able to access the videos and teacher notes, any time you want was a big help. Thank you Prof. Martinez.

 It was a great style of teaching. But I would say the

• verall teaching style of the teacher made it easy to

understand

 Awesome class and knowledgeable professor. 10/10

would recommend this class to future calculus students.

Examples of flip lessons - Art

 Students watch a video at home of the instructor

explaining what a visual analysis is and the various aspects it addresses about a specific work of art (patronage, historical context, intended audience, function). Then in class, each student works on a specific artwork and conducts her/her own visual analysis with the instructor walking around, checking

• n student work, engaging the students in further

discussion of the various aspects. - Ramela Abbamontian

Examples of flip lessons - Physics

 Student watch a series of online video lectures that I

have prepared and then in class I work a problem and then students work similar homework problems. – Lee Loveridge

Examples of flip lessons - Psychology

 Normal version: I ask students to read a paper (for

homework) and mark it up from the abstract to the end of the discussion section. But students usually don’t mark it up properly. Then in class we would come up with appropriate wording and do a class discussion.

 Flip version: I would provide a synopsis of the writing

assignment sample in a video which they would have access to in advance of our discussing the paper. During class they would be significantly marking up the paper, especially the abstract and figure and I could be circulating around addressing concerns/validating their success with coming up with sentences as well as facilitating their being able to successfully write optimal rationales for 3 great future study improvement ideas. – Ann Hennessey

Examples of flip lessons - Philosophy

 The students watch a video explanation of definitions

for logical operators at home, then come to class and with guidance from the instructor work on related exercises and discuss confusing concepts (e.g., the truth-functionality of the conditional). – Mia Wood

Examples of flip lessons - English

 Usually, we would discuss a text in class, followed by a

writing assignment to be completed at home. One way I flip this is to do an online discussion of the reading (via Moodle) and then spend the class time working

• n their essay (with me going around answering

questions as they come up). I have found they spend more concentrated time writing their essays if I require them to do it in class (no distractions that the fridge, tv, and facebook all offer when "writing" at home). - Kim Manner

Examples of flip lessons - Business

 Normally in class the instructor would introduce the concept of Income,

Expenses and Net Profit, then explain the different parts of an Income Statement, show examples of how income, expenses and net profit fit into an income statement and then give a number of specific examples of Income Statements on the board. If time permits have students try an exercise or two that deal with the Income Statement. Students are then assigned exercises and a more detailed problem or two as homework, the homework may take a couple

• f hours.

 In a flip classroom the students would do the same things as the math students

would do, they would watch a video, take notes, perhaps be directed to a website to see actual Income Statements from well known companies such as McDonalds, Apple, etc., the students would then come to class and be assigned a light exercise and then a more complicated problem. The instructor would walk around and consult with students, perhaps not just answering questions, but posing questions to the students and allowing them to seek out the answers in order to complete the problems. The instructor might set-up groups to work

• n the problem and have the groups present the solutions at the end of the
• class. The instructor may then show the completed solution. – David Braun

Questions?

Resources:

 “My Flipped Classroom” – Crystal Kirch

http://prezi.com/-vbtn0xnnyzx/my-flipped- classroom/ Bob Martinez Math faculty Pierce College Student Success Committee co-chair L.A. Pierce College martinrm@piercecollege.edu