mie retreat: flipped instruction & beyond thursday, … · 2016-09-01 · mie retreat: flipped...
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MIE RETREAT: FLIPPED INSTRUCTION & BEYOND THURSDAY, AUGUST 18, 2016
MARTINA BODE, DEPARTMENT OF MATHEMATICS, STATISTICS, & COMPUTER SCIENCE MIKE STIEFF, DEPARTMENT OF CHEMISTRY SPECIAL THANKS TO: ALISON SUPERFINE, DEPARTMENT OF MATHEMATICS, STATISTICS, & COMPUTER SCIENCE
Agenda
• Example flipped activity to promote active learning in lecture courses
• Report on Successful Outcomes of UIC Flipped Course
What is Active Learning? • Students must do more than just listen: They must
read, write, discuss, or be engaged in solving problems. Most important, to be actively involved, students must engage in such higher-order thinking tasks as analysis, synthesis, and evaluation. Within this context, it is proposed that [teaching] strategies promoting active learning be defined as instructional activities involving students in doing things and thinking about what they are doing.” (Bonwell & Eison, 1991)
What Is Flipped Instruction? • “rotation-model implementation in which within a
given course or subject (e.g., math), students rotate on a fixed schedule between face-to-face teacher-guided practice (or projects) on campus during the standard school day and online delivery of content and instruction of the same subject from a remote location (often home) after school. The primary delivery of content and instruction is online, which differentiates a Flipped Classroom from students who are merely doing homework practice online at night”
(Staker & Horn, 2012)
The Tiling Task
• Individually, begin working on the task. Make sure to read the problem carefully, and show your work. 1. How many tiles of each type will she need
for a 40 cm by 40 cm square? • With a partner, explain your strategy. Try
to convince each other of the validity of your strategy.
The Tiling Task
• With a partner, work on the following question: 2. Describe a method for quickly calculating how many tiles of each type she needs for larger, square tabletops (e.g., 50 cm x 50 cm; 100 cm x 100 cm).
• With a partner, explain your strategy. Try to convince each other of the validity of your strategy.
The Tiling Task
n Size of Tabletop
Whole Tiles Half Tiles Quarter Tiles
1 10 x 10 1 0 4 2 20 x 20 5 4 4 3 30 x 30 13 8 4 4 40 x 40 25 12 4 5 50 x 50 41 16 4 10 100 x 100 181 36 4 n 10n x 10n
Let the side of a tabletop be x cm by x cm Since these are multiples of 10, simplify and let: n = x/10
Answers to The Tiling Task
– The number of quarter tiles is always 4. – The number of half tiles is 4(n – 1) – The number of whole tiles is n2 + (n – 1)2
The Tiling Task
n Size of Tabletop
Whole Tiles Half Tiles Quarter Tiles
1 10 x 10 1 0 4 2 20 x 20 5 4 4 3 30 x 30 13 8 4 4 40 x 40 25 12 4 5 50 x 50 41 16 4 10 100 x 100 181 36 4 n 10n x 10n n2 + (n – 1)2 4(n-1) 4
Let the side of a tabletop be x cm by x cm Since these are multiples of 10, simplify and let: n = x/10
The second differences and quadratic growth
n Size of Tabletop
Whole Tiles First Differences
Second Differences
1 10 x 10 1 4
2 20 x 20 5 8
4
3 30 x 30 13 12
4
4 40 x 40 25 16
4
5 50 x 50 41 4
UIC CHEM232
Student completes online material
(e.g., video lecture)
Student attends course and is placed
in small group
Instructor poses conceptual
questions/challenge problems for groups
All students respond via clicker devices
Instructor delivers micro-lecture to
elaborate/explain
UIC CHEM232 Before the Flip
• Structure – 30 hours of lecture – 6 hours of exam review in
discussion sections – 52 hours of office hours
• Assignments – 10 quizzes – 3 exams – 1 final exam – ~450 homework problems
After the Flip
• Structure – 20 pre-lecture videos (~10 hours) – 33.75 hours of classroom problem
solving – 6 hours of group problem solving
in discussion sections – 20 hours of office hours
• Assignments – 15 quizzes – 1 final exam – 151 clicker questions – Who knows how many homework
problems?
CHEM232 Results
0%
10%
20%
30%
40%
50%
60%
A B C D F W
Grade Distributions in CHEM232
FA 12 (lec) FA 13 (flip) SP 15 (lec) SP 16 (flip)
DFW: 24% 12% 41% 27%
Math 180: Calculus I
Student completes online materials, e.g., 3-5 minute video lecture +
homework before each class
Student attends course and receives a worksheet with the questions of the day
Instructor poses question from
worksheet
All students respond via clicker devices, some questions are open response or
graphing questions
Instructor delivers micro-lecture to
elaborate/explain
Spring 2015 versus Spring 2016
Spring 2015
• Structure – Traditional lecture
• Assignments – Weekly Written Homework – In class pop quizzes
Spring 2016
• Structure – Interactive lecture:
– worksheets and/or clicker questions – Peer mentors
– Media clips before each class
• Assignments – Weekly Written Homework – MyMathLab Online Homework
assignments – Media Blackboard assignments
Results
A" B" C" D" F" W"Spring"2015" 8%" 23%" 26%" 16%" 9%" 19%"Spring"2016" 19%" 33%" 25%" 7%" 8%" 8%"
0%"5%"10%"15%"20%"25%"30%"35%"
Calculus'I'Final'Grades'
Results
16%
7%
9%
8%
19%
8%
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
Spring 2015 Spring 2016
DFW Rates D F W
Thank you!
• Contact Information: – Dr. Martina Bode: [email protected] – Dr. Mike Steiff: [email protected]