Bob Martinez & Eddie Tchertchian Pierce College FTLA 2018 Do A - - PowerPoint PPT Presentation

Bob Martinez & Eddie Tchertchian Pierce College FTLA 2018

Do A Flip!

How to set up and run a Flip Math class

• Guiding principle: Your flip must be ridiculously
• rganized (or it will not work)
• Follow the sections you’ll be using in your book, OER, or

materials to make several “worksheets”.

• Make worksheets with a 2 column multi-row table and

follow the READ, WATCH, DO format à

Sample Worksheet

READ and take notes

• Clearly state what you want students to read and take notes on.

Students put their reading notes in the READ section of their

• notebook. Notes are labeled by the item numbers on your

worksheet so they can be accessed easily.

WATCH and take notes

• Clearly state which videos you want students to watch and take

notes on. Students put their video notes in the WATCH section

• f their notebook. Notes are labeled by the item numbers on

your worksheet so they can be accessed easily.

DO and show work

• Clearly state what problems you want students to do and show

all work on. Students put their problem solutions in the DO section of their notebook. Notes are labeled by the item numbers

• n your worksheet so they can be accessed easily.

• Make about 5 or 6 worksheets
• Post the worksheets and calendar on your web page

so students can access them in class on cell phones or laptops.

• Make sure the video links and other links all work on

i-phones, androids, laptops.

• Nothing about the logistics can ever be your fault
• r the whole thing will unravel!

About your worksheets

• Make short videos (3 to 8 min. max.)
• Why? How?
• Recording a movie of yourself lecturing on the board is NOT

recommended.

• Get a tablet PC (a Surface Pro or equivalent)
• Use a screen recorder (like Screencast-O-Matic)
• Prepare the screen(s) before recording, then start, and pause if you

need to think or sneeze or bring in some other content.

• Prepare the screen? – Have graph grids on the screen, tables to fill

in, definitions to read ALREADY on the screen before recording.

About your videos

What to show in your videos

• Show content you would have covered in class but more:
• Illustrations
• Technology uses to discover concepts
• Problem and example solutions
• Animations
• “How to”

do a particular mathematical method, use calculator methods in the class, format a student notebook, Anything you’re tired of re-explaining for the 1000th time.

Class strategy (logis?cs)

• Students Read and take notes and Watch videos and

take notes BEFORE coming to class

• Students DO (work on problems) in class and re-

watch some videos.

• Sometimes you do a clarification mini lecture or

presentation (make it short!)

• Again, Nothing about the logistics can ever be

your fault or the whole thing will unravel!

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

— Make reading notes, video notes, and problem solution

work count as points in the class (15% is recommended)

— Have reading, video, and/or problem work checks at the

beginning and/or at the end of class for the whole class or a random subset.

— 2 pts. for thorough notes or work, 1 pt. for sketchy notes or

work, 0 pts for being absent or having no notes or work.

— Your schedule of due dates has to be VERY organized as

• n the next slide à

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

OrientaPon; 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 Con?nuity 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 ConPnuity

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

Deriva?ves 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

Any reading and video notes for items #22-43 are due to be checked Tues. Sept 1. Students work on problems in items 22-43 in class on Tues. Sept. 1

Example video

What my flip class usually looks like

Do a Flip – get an embedded tutor!

— Free volunteer embedded (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 or lessons), you are totally justified to have one.

— Talk to your Learning Center director about it.

Embedded tutoring program

— Equity funded (BSI, General, grants, volunteers) — Designed to support gatekeeper courses, English, ESL

Peer educators

— Peer educators - tutors with additional training,

assigned to facilitate peer-assisted learning in the gatekeeper courses.

— Through faculty liaisons, work closely with faculty in

the department to identify the common learning needs for students enrolled in those courses.

— New: 17.5 hours of paid mandatory tutor training

— Can’t start without first training — Mentor sessions

— Continuing: 7 hours per semester + “advanced” option

Good tutoring is…

— Participatory – Tutors are the ultimate guide to helping

students help themselves.

— Transferrable - Not subject experts (yet)… BUT… are

experts at learning, succeeding in classes.

— Leadership – Role models for learning

Year 10-11 11-12 12-13 13-14 14-15 15-16 16-17 Total hours of in-house tutoring 8,034 20,255 20,961 31,726 42,769 49,790 49,646 Total hours – MATH tutoring 6,085 17,104 16,048 24,186 27,904 31,497 32,444 Year Fall 14 Fall 15 Fall 16 Fall 17 # Departments 2 3 18 39 # Faculty 4 8 27 28 # Tutors 23 131 177 188

Making the most of embedded tutoring

Making the most of embedded tutoring (Thanks to FRED FELDON!)

Using Facebook for Virtual Tutoring

A great ice breaker…

Introduce yourself!

Use it for Announcements

A virtual tutoring room…

A Show and Tell…

A Hangout Place…

Thank you!

Bob Martinez

L.A. Pierce College

martinrm@piercecollege.edu

Eddie Tchertchian

L.A. Pierce College

tchertea@piercecollege.edu

Item # Item 1 Sequences: Read and take notes on secPon 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: hhp://youtu.be/qFgbtUF_DW4 2) More videos on finding the general nth term of a sequence: hhps://www.youtube.com/watch?v=FUWSMlI1QXI , hhps://www.youtube.com/results?search_query=find+general+term+of+a+sequence 3) DefiniPon of Limit of a sequence and examples: hhp://youtu.be/-MeEi1U-5m8 4) Bounded sequence, Convergence of a monotonic & bounded sequence: hhp://youtu.be/uJ5GMwykQyA 5) Find whether a sequence converges or diverges; If convergent, find the limit: hhp://youtu.be/V_srRsUXy80 6) Recursively defined sequences, Fibonacci and nth term approx.; Find a recursive def. for a sequence; Show general term saPsfies recursive definiPon: hhp://youtu.be/KpieSgSIWek 7) Recursively defined sequences of the form : hhp://youtu.be/rS8Zj06v5Y ; The applet used at the end of the video to obtain a graph of [ sequence terms vs. n ] was obtained at this site: hhp://www.shodor.org/interacPvate/acPviPes/Recursion/ 3 Do section 9.1 #1 – 33 odd, 34, 41 – 59 odd (27 problems)

(Safety page example of flip worksheet)