Flipping the Classroom: Beginners to Advanced Sophia
Georgiakaki AMATYC 2014
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Why Flip? 3 credits not enough time to cover content Success
rates 42% or lower Students claim to understand lecture in class
but cannot figure out problems at home
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What I Needed: Increase lecture time (learning time) Increase
practice time Supervise problem solving Increase success rates
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What Is Needed to Flip: Access to course material outside of
class Incentives for students
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Two Kinds of Audiences MATH090 Pre-Algebra MATH095 Beginning
Algebra LAB HOUR HAVE SEEN THE CONTENT BEFORE DO NOT GO ONLINE
VOLUNTARILY LOW RETENTION
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Two Kinds of Audiences MATH100/132/181/200/202 MOST ARE
LEARNING THE MATERIAL FOR THE FRIST TIME GO ONLINE OFTEN AND FOR
MULTIPLE REASONS HIGH RETENTION
Advanced Flip Videos of Problem Solving Flip-books Web-comics
YouTube Channel MyOpenMath
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Pre-lecture Exercises Pre-Algebra Show that the difference of
two whole numbers is not always a whole number Use N=8 to show that
N/N=1 give two more examples of N/N=1
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Pre-lecture Exercises Beginning/Pre- Algebra We received four
boxes of supplies; each box contains 4 shampoos (4s), 5
conditioners (5c), 3 masks (3m), and 9 hair sprays (9h); what are
the quantities of items delivered?
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Pre-lecture Exercises Beginning/Pre- Algebra Use prime
factorization to simplify 220/330; use prime factorization to
simplify (2x 2 y 4 )/(6x 5 y) Find a factor pair of (-24) that adds
to 10
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Pre-lecture Exercises Intermediate Algebra Evaluate (x-2)/(x+3)
for x=3,2,1,0,-1,-2,-3 Evaluate the polynomial 2x 2 +3x5 forx=a+3,
x=x+3, x=-x, x=x+h
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Pre-lecture Exercises College Algebra Evaluate (x-2)/(x-3) for
x=3.1,3.01,3.001,2.9,2.99,2.999 x=1000, 1000000, 1000000000
x=-1000,-1000000,-1000000000
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Pre-lecture Exercises College Algebra Preview Exercises Find
the ordered pairs (0,_) and (_,0) satisfying 4x-3y-4=0 Solve for y:
x = 5/y + 4 f(x)=a(x 4 -3x 2 -4), f(3)=-150; a=?
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Pre-lecture Exercises Precalculus Plot the points (r,) in a
polar coordinate system for = 0,/6,/3,/2,2/3,5/6, r-= 1 - cos
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Pre-lecture Notes Provide Incomplete Notes Students review them
before they come in We complete them together in class More time
for actual problem solving and applications Organized and correctly
laid out
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I N T A E L R G M E E B D R I A A T E
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D I S C R E T E
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STAT IST ICSSTAT IST ICS
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Complete Lecture Notes Instructor fills-in pre-lecture notes
(Tablet PC or ELMO) Scan to PDF Publish on Bb Easy review
(instructors/students) Available to those who miss class
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Readings Algebra/Discrete/Statistics Read key parts of next
section Answer basic questions (optional) or fill in parts of
incomplete notes Solve easiest exercises
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Readings Algebra Reading 1: Bring Course Outline How many pts
for a C? Pg 1, Sets of Numbers, Exercise 1 Pg 2, The Real Number
Line, Exercise 2 Pg 4, Important Mathematical Terms, Exercise
7
Readings Discrete Read definitions section 4.1 Examples
4.1:1,2,3,4,5,6,7,8,9 with solutions Theorem 4.1.1 with proof Read
definitions & theorems section 4.2 Examples 4.2:1,2,3,4 with
solutions Theorem 4.2.2 with proof
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Readings Pre-Algebra Readings across sections Each chapter has
4 6 readings Instructors choose one reading for grade and one for
extra credit Some readings are Per-Algebra topics; others are
advanced topics
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Readings Pre-Algebra Topics (Chapter) Vectors in One Dimension
(2) Absolute Value Equations (2) Order in Scientific Notation (3)
Unit Rates (3) Average (3) Trigonometric Circle (4) Probability
(4)
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Readings Pre-Algebra Topics (Chapter) Percent Fractions (4)
Sequences (5) Direct Proportion (5) Properties of Exponents (5)
Percent Ratios (6) Right Triangle Trig (7) Area Ratios (7)
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Readings Pre-Algebra Topics (Chapter) Distance Formula &
Eqn of Circle (7) Graphing Inequalities (7) Presentation of Data
(8) Relative Frequency Distributions (9) Variance and Standard
Deviation (9) Area Under Probability Curve (9) Multiplication Rule
of Probabilities (9)
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Readings in Pre-Algebra Students reading level Answers provided
in the book (should we or should we not?) Must start in class
Ideally, finish in class Model proper reading Pick best fit
activity
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Writing/Journal Entries Guided reading notes (pre-lecture)
Critical thinking questions (post-lecture) In-depth thinking of
material Topics for in-class discussion
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Writing/Journal Entries Pre-Algebra Part of every homework
Guided entries short & targeted Emphasis on vocabulary and
terminology May be assigned before or after topics are covered
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Writing/Journal Entries How can Journal Entries flip? Guided
entries related to future/repeating topics Journals as reflections
to readings Critical thinking questions related to two or more
topics
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Writing/Journal Entries Pre-Algebra Product Used in Division
Check (1) Product & Prime Factors (1) Product of Integers w/
Opposite Signs (2) Product of Two Decimals (3) Product of Fractions
(4) Product of Identical Factors (5)
Writing/Journal Entries College Algebra / Precalculus: Sign
diagram & polynomial inequalities Sign diagram & rational
inequalities Sign diagram & graph of polynomial Sign diagram
& multiplicity of zeros Sign diagram & graph of rational
function
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Writing/Journal Entries College Algebra / Precalculus: Even/Odd
Functions Even/Odd and hyperbolic sine/cosine Even/Odd and
trigonometric functions Range of sine/cosine in right triangles
Range of sine/cosine in coordinate system Range of sine/cosine in
Unit Circle Tangent and cotangent axes
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Do These Work? They require reading and writing Reading skills?
Math skills? Organizational skills? Writing skills? Attention span?
Brain processes?
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Multimedia Vs. Print Which is a better messenger? How available
is each one? How much of each? Should reading be eliminated
altogether? Will students do the work? What is the audience?
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Multimedia & Flip Responsibility on students Commitment
Meeting time not productive if homework has not been done
Interactive activities must be included The more immediate, the
better
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Slide 8: Advanced Flip Videos of Problem Solving Flip-books
Web-comics YouTube Channel MyOpenMath
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First Videos: Podcasts Podcasts of problem solving only Free
Software (JING) 5 min max Fast, short, better View as many times as
needed Stop/resume/rewind My students were listening to my
teaching
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Podcasts: Did They Work? For some only Notes and videos paired
up BUT Multimedia / text were separate Reading the notes? Viewing
the videos? Linking the video to the appropriate notes?
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Sorry, I Missed Class Sophia: Read the book Read the notes View
the videos Work on book problems (solutions) Work on the practice
quiz Go to Learning Center Student: Can you show me?
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Podcasts: whats missing? Videos for all 50 hwk problems
Organizational skills Problem #29 is related to which video? Note
taking while watching If absent, ability (and willingness) to find
material online Material was NOT GROUPED
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Flip-books
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Flip-books: All in One WHAT IS ALL? Text (Notes), Audio/Video
Interactive, Feedback Short and right to the point Had to invest in
commercial software FREE to students
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Flip-books: Drawbacks Not all students viewed flip-books
Several were unable to keep track of course schedule Internet
needed to view Most homework still on paper Those who left it for
last minute were overwhelmed
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Web-comics
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Web-comics Commercial software (cheaper) Student alterations
allowed Fill blanks/balloons, create story & videos More
appealing/fun final product Easy to use HAS IT ALL: Text/Notes,
Audio/Video Hyperlinks, Interactive, Feedback
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Web-comics: Yes? More fun & easy to learn Hyperlinks Video
Audio Book form Reuse same videos
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Web-comics: No? Fun and interesting math stories are
challenging! Story made comics lengthy Illustration made them
lengthier Grade assigned was necessary Okay for Early Childhood
students
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YouTube Channel Pre-lecture: View videos Take notes / answer
questions Bring to class for grade Post-lecture: Ask me a question
Ask for clarification Ask about specific hwk problem
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YouTube Channel Most links are private Most links correspond to
specific, in-class activities or homework problems Able to assist
asynchronously and over the weekend Instructor must be willing to
stay connected during off-hours
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YouTube Channel Create a Channel by registering in YouTube
(email address) Creating videos is super easy Phone / Webcam /
Screenshots Make your videos short Uploading to YouTube is very
easy
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YouTube Channel Decide how wide of an audience you want to have
Decide how to market your videos (in-class only or wide audience?)
Students will watch if they have a reason to
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MyOpenMath (MOM) OER Part of Kaleidoscope Project 2011 Used in
my sections starting in Spring 2012 Used in ALL Intermediate
Algebra sections at TC3 starting in Spring 2014
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MyOpenMath (MOM) Video tutorials with workbook Algorithmically
generated practice problems immediately following tutorial
Algorithmically generated homework problems Automated
Gradebook
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MyOpenMath (MOM) We supplement with Incomplete notes Complete
notes Customized courses per instructor YouTube Channel Library
support Customized homework problems Practice tests / Review
assignments
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MyOpenMath (MOM) 100% flipped (hybrid/online) Videos (mandatory
and graded) Complete practice problems Fill out notes and bring to
class Complete homework in class Come to class with questions
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MyOpenMath (MOM) Partially flipped (fastrack & majority of
sections) View certain videos ahead of time Fill-out part of
incomplete notes or workbook Complete rest of notes in class Start
homework in class Bring homework questions to class
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MyOpenMath (MOM) Traditional Instruction Hide videos Hide
incomplete notes Use for homework practice only
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MyOpenMath (MOM) No need to re-invent the wheel Thousands of
videos available Ability to add videos Ability to add exercises
Keep content organized Keep the order you want Customize to
instruction style
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Success Rates Spring 2011 Publishers Software Sophias fully
online: 23% Overall: 37.5% Fall 2011 OER Non-Flipped (no MOM)
Sophias fully online: 6% Overall: 48%
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Success Rates Spring 2012 MOM Sophias fully online: 31%
Overall: 51% Fall 2012 MOM Sophias fully online: 50% Overall:
51%
Success Rates Spring 2014 Customized MOM to all sections
Overall Success: 53% Avg Past Springs Success: 42% Summer 2014
Customized MOM to all sections Success: 67%
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Why Do I Flip? I need less time to lecture I have more time to
demonstrate practice problems I can supervise problem solving I
have better success rates
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Do You Want To See? Go to www.myopenmath.comwww.myopenmath.com
Register for my practice course: Course ID: 466 Enrollment Key:
welcome Look around and play
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Do You Want More? Go to www.myopenmath.comwww.myopenmath.com
Request instructor account Email me with questions:
[email protected]
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Think of the Possibilities! Sophia Georgiakaki [email protected]
Looking Forward to More