Embed Size (px)
Citation preview
Flipped Classes
Jeff Suzuki
Department of MathematicsBrooklyn College
Brooklyn NY 11210
jeff [email protected]
J. Suzuki (CUNY) Flipped Classes 1 / 14
The Thirty-Second Explanation
Traditional Class:
In-class lecture,
At-home assignments.
Flipped Class:
At-home lecture,
In-class assignemts.
Flipped classes are a response to a common student complaint:
“I understand everything in lecture, but when I go to work a problem, I don’tknow what to do.”
Flipped classes follow from two premises:
Lecture is a good way to present mathematics.
Students learn mathematics by solving problems.
J. Suzuki (CUNY) Flipped Classes 2 / 14
The Thirty-Second Explanation
Traditional Class:
In-class lecture,
At-home assignments.
Flipped Class:
At-home lecture,
In-class assignemts.
Flipped classes are a response to a common student complaint:
“I understand everything in lecture, but when I go to work a problem, I don’tknow what to do.”
Flipped classes follow from two premises:
Lecture is a good way to present mathematics.
Students learn mathematics by solving problems.
J. Suzuki (CUNY) Flipped Classes 2 / 14
The Thirty-Second Explanation
Traditional Class:
In-class lecture,
At-home assignments.
Flipped Class:
At-home lecture,
In-class assignemts.
Flipped classes are a response to a common student complaint:
“I understand everything in lecture, but when I go to work a problem, I don’tknow what to do.”
Flipped classes follow from two premises:
Lecture is a good way to present mathematics.
Students learn mathematics by solving problems.
J. Suzuki (CUNY) Flipped Classes 2 / 14
The Thirty-Second Explanation
Traditional Class:
In-class lecture,
At-home assignments.
Flipped Class:
At-home lecture,
In-class assignemts.
Flipped classes are a response to a common student complaint:
“I understand everything in lecture, but when I go to work a problem, I don’tknow what to do.”
Flipped classes follow from two premises:
Lecture is a good way to present mathematics.
Students learn mathematics by solving problems.
J. Suzuki (CUNY) Flipped Classes 2 / 14
The Thirty-Second Explanation
Traditional Class:
In-class lecture,
At-home assignments.
Flipped Class:
At-home lecture,
In-class assignemts.
Flipped classes are a response to a common student complaint:
“I understand everything in lecture, but when I go to work a problem, I don’tknow what to do.”
Flipped classes follow from two premises:
Lecture is a good way to present mathematics.
Students learn mathematics by solving problems.
J. Suzuki (CUNY) Flipped Classes 2 / 14
The Thirty-Second Explanation
Traditional Class:
In-class lecture,
At-home assignments.
Flipped Class:
At-home lecture,
In-class assignemts.
Flipped classes are a response to a common student complaint:
“I understand everything in lecture, but when I go to work a problem, I don’tknow what to do.”
Flipped classes follow from two premises:
Lecture is a good way to present mathematics.
Students learn mathematics by solving problems.
J. Suzuki (CUNY) Flipped Classes 2 / 14
The Thirty-Second Explanation
Traditional Class:
In-class lecture,
At-home assignments.
Flipped Class:
At-home lecture,
In-class assignemts.
Flipped classes are a response to a common student complaint:
“I understand everything in lecture, but when I go to work a problem, I don’tknow what to do.”
Flipped classes follow from two premises:
Lecture is a good way to present mathematics.
Students learn mathematics by solving problems.
J. Suzuki (CUNY) Flipped Classes 2 / 14
The Thirty-Second Explanation
Traditional Class:
In-class lecture,
At-home assignments.
Flipped Class:
At-home lecture,
In-class assignemts.
Flipped classes are a response to a common student complaint:
“I understand everything in lecture, but when I go to work a problem, I don’tknow what to do.”
Flipped classes follow from two premises:
Lecture is a good way to present mathematics.
Students learn mathematics by solving problems.
J. Suzuki (CUNY) Flipped Classes 2 / 14
The Thirty-Second Explanation
Traditional Class:
In-class lecture,
At-home assignments.
Flipped Class:
At-home lecture,
In-class assignemts.
Flipped classes are a response to a common student complaint:
“I understand everything in lecture, but when I go to work a problem, I don’tknow what to do.”
Flipped classes follow from two premises:
Lecture is a good way to present mathematics.
Students learn mathematics by solving problems.
J. Suzuki (CUNY) Flipped Classes 2 / 14
The Thirty-Second Explanation
Traditional Class:
In-class lecture,
At-home assignments.
Flipped Class:
At-home lecture,
In-class assignemts.
Flipped classes are a response to a common student complaint:
“I understand everything in lecture, but when I go to work a problem, I don’tknow what to do.”
Flipped classes follow from two premises:
Lecture is a good way to present mathematics.
Students learn mathematics by solving problems.
J. Suzuki (CUNY) Flipped Classes 2 / 14
A Defense of Lecture
Premise: Lecture is a good way to present mathematics.
But the notes for a math lecture are like the notes for a symphony: Everything isthere but the music.
Solve 3x − 7 = 22:
3x − 7 + 7 = 15 + 7
1 ·
= 22
In a video, all the nuances and internal logic are preserved, and students canrewind, pause, and replay.
J. Suzuki (CUNY) Flipped Classes 3 / 14
A Defense of Lecture
Premise: Lecture is a good way to present mathematics.
But the notes for a math lecture are like the notes for a symphony: Everything isthere but the music.
Solve 3x − 7 = 22:
3x − 7 + 7 = 15 + 7
1 ·
= 22
In a video, all the nuances and internal logic are preserved, and students canrewind, pause, and replay.
J. Suzuki (CUNY) Flipped Classes 3 / 14
A Defense of Lecture
Premise: Lecture is a good way to present mathematics.
But the notes for a math lecture are like the notes for a symphony: Everything isthere but the music.
Solve 3x − 7 = 22:
3x − 7 + 7 = 15 + 7
1 ·
= 22
In a video, all the nuances and internal logic are preserved, and students canrewind, pause, and replay.
J. Suzuki (CUNY) Flipped Classes 3 / 14
A Defense of Lecture
Premise: Lecture is a good way to present mathematics.
But the notes for a math lecture are like the notes for a symphony: Everything isthere but the music.
Solve 3x − 7 = 22:
3x − 7 + 7 = 15 + 7
1
�3· �3x = 22 · 1
3
In a video, all the nuances and internal logic are preserved, and students canrewind, pause, and replay.
J. Suzuki (CUNY) Flipped Classes 3 / 14
A Defense of Lecture
Premise: Lecture is a good way to present mathematics.
But the notes for a math lecture are like the notes for a symphony: Everything isthere but the music.
Solve 3x − 7 = 22:
3x − 7 + 7 = 15 + 7
1
�3· �3x = 22 · 1
3
In a video, all the nuances and internal logic are preserved,
and students canrewind, pause, and replay.
J. Suzuki (CUNY) Flipped Classes 3 / 14
A Defense of Lecture
Premise: Lecture is a good way to present mathematics.
But the notes for a math lecture are like the notes for a symphony: Everything isthere but the music.
Solve 3x − 7 = 22:
3x − 7 + 7 = 15 + 7
1
�3· �3x = 22 · 1
3
In a video, all the nuances and internal logic are preserved, and students canrewind,
pause, and replay.
J. Suzuki (CUNY) Flipped Classes 3 / 14
A Defense of Lecture
Premise: Lecture is a good way to present mathematics.
But the notes for a math lecture are like the notes for a symphony: Everything isthere but the music.
Solve 3x − 7 = 22:
3x − 7 + 7 = 15 + 7
1
3· 3x = 22 · 1
3
In a video, all the nuances and internal logic are preserved, and students canrewind,
pause, and replay.
J. Suzuki (CUNY) Flipped Classes 3 / 14
A Defense of Lecture
Premise: Lecture is a good way to present mathematics.
But the notes for a math lecture are like the notes for a symphony: Everything isthere but the music.
Solve 3x − 7 = 22:
3x − 7 + 7 = 15 + 7
1
3·
3x = 22
In a video, all the nuances and internal logic are preserved, and students canrewind,
pause, and replay.
J. Suzuki (CUNY) Flipped Classes 3 / 14
A Defense of Lecture
Premise: Lecture is a good way to present mathematics.
But the notes for a math lecture are like the notes for a symphony: Everything isthere but the music.
Solve 3x − 7 = 22:
3x − 7 + 7 = 15 + 7
1
3·
3x = 22
In a video, all the nuances and internal logic are preserved, and students canrewind,
pause, and replay.
J. Suzuki (CUNY) Flipped Classes 3 / 14
A Defense of Lecture
Premise: Lecture is a good way to present mathematics.
But the notes for a math lecture are like the notes for a symphony: Everything isthere but the music.
Solve 3x − 7 = 22:
3x − 7
+ 7
= 15
+ 7
1
3·
3x = 22
In a video, all the nuances and internal logic are preserved, and students canrewind, pause,
and replay.
J. Suzuki (CUNY) Flipped Classes 3 / 14
A Defense of Lecture
Premise: Lecture is a good way to present mathematics.
But the notes for a math lecture are like the notes for a symphony: Everything isthere but the music.
Solve 3x − 7 = 22:
3x − 7
+ 7
= 15
+ 7
1
3·
3x = 22
In a video, all the nuances and internal logic are preserved, and students canrewind, pause, and replay.
J. Suzuki (CUNY) Flipped Classes 3 / 14
A Defense of Lecture
Premise: Lecture is a good way to present mathematics.
But the notes for a math lecture are like the notes for a symphony: Everything isthere but the music.
Solve 3x − 7 = 22:
3x − 7 + 7 = 15 + 7
1
3·
3x = 22
In a video, all the nuances and internal logic are preserved, and students canrewind, pause, and replay.
J. Suzuki (CUNY) Flipped Classes 3 / 14
A Defense of Lecture
Premise: Lecture is a good way to present mathematics.
But the notes for a math lecture are like the notes for a symphony: Everything isthere but the music.
Solve 3x − 7 = 22:
3x − 7 + 7 = 15 + 7
1
3·
3x = 22
In a video, all the nuances and internal logic are preserved, and students canrewind, pause, and replay.
J. Suzuki (CUNY) Flipped Classes 3 / 14
A Defense of Lecture
Premise: Lecture is a good way to present mathematics.
But the notes for a math lecture are like the notes for a symphony: Everything isthere but the music.
Solve 3x − 7 = 22:
3x − 7 + 7 = 15 + 7
1
3· 3x = 22 · 1
3
In a video, all the nuances and internal logic are preserved, and students canrewind, pause, and replay.
J. Suzuki (CUNY) Flipped Classes 3 / 14
A Defense of Lecture
Premise: Lecture is a good way to present mathematics.
But the notes for a math lecture are like the notes for a symphony: Everything isthere but the music.
Solve 3x − 7 = 22:
3x − 7 + 7 = 15 + 7
1
�3· �3x = 22 · 1
3
In a video, all the nuances and internal logic are preserved, and students canrewind, pause, and replay.
J. Suzuki (CUNY) Flipped Classes 3 / 14
Following Examples
In a traditional class, we use class time to show examples:
Solve 3x − 7 = 15
Solve 2x + 5 = 8 − x
Solve 4(x + 3) = 15 + 4x
Students then do exercises at home:
Solve 4x + 8 = 11
Solve 5x + 3 = 4 + 2x
Solve 5(x − 4) = 21
Their ability to answer these questions depends on their ability to follow yourexamples.
J. Suzuki (CUNY) Flipped Classes 4 / 14
Following Examples
In a traditional class, we use class time to show examples:
Solve 3x − 7 = 15
Solve 2x + 5 = 8 − x
Solve 4(x + 3) = 15 + 4x
Students then do exercises at home:
Solve 4x + 8 = 11
Solve 5x + 3 = 4 + 2x
Solve 5(x − 4) = 21
Their ability to answer these questions depends on their ability to follow yourexamples.
J. Suzuki (CUNY) Flipped Classes 4 / 14
Following Examples
In a traditional class, we use class time to show examples:
Solve 3x − 7 = 15
Solve 2x + 5 = 8 − x
Solve 4(x + 3) = 15 + 4x
Students then do exercises at home:
Solve 4x + 8 = 11
Solve 5x + 3 = 4 + 2x
Solve 5(x − 4) = 21
Their ability to answer these questions depends on their ability to follow yourexamples.
J. Suzuki (CUNY) Flipped Classes 4 / 14
Following Examples
In a traditional class, we use class time to show examples:
Solve 3x − 7 = 15
Solve 2x + 5 = 8 − x
Solve 4(x + 3) = 15 + 4x
Students then do exercises at home:
Solve 4x + 8 = 11
Solve 5x + 3 = 4 + 2x
Solve 5(x − 4) = 21
Their ability to answer these questions depends on their ability to follow yourexamples.
J. Suzuki (CUNY) Flipped Classes 4 / 14
Following Examples
In a traditional class, we use class time to show examples:
Solve 3x − 7 = 15
Solve 2x + 5 = 8 − x
Solve 4(x + 3) = 15 + 4x
Students then do exercises at home:
Solve 4x + 8 = 11
Solve 5x + 3 = 4 + 2x
Solve 5(x − 4) = 21
Their ability to answer these questions depends on their ability to follow yourexamples.
J. Suzuki (CUNY) Flipped Classes 4 / 14
Following Examples
In a traditional class, we use class time to show examples:
Solve 3x − 7 = 15
Solve 2x + 5 = 8 − x
Solve 4(x + 3) = 15 + 4x
Students then do exercises at home:
Solve 4x + 8 = 11
Solve 5x + 3 = 4 + 2x
Solve 5(x − 4) = 21
Their ability to answer these questions depends on their ability to follow yourexamples.
J. Suzuki (CUNY) Flipped Classes 4 / 14
Following Examples
In a traditional class, we use class time to show examples:
Solve 3x − 7 = 15
Solve 2x + 5 = 8 − x
Solve 4(x + 3) = 15 + 4x
Students then do exercises at home:
Solve 4x + 8 = 11
Solve 5x + 3 = 4 + 2x
Solve 5(x − 4) = 21
Their ability to answer these questions depends on their ability to follow yourexamples.
J. Suzuki (CUNY) Flipped Classes 4 / 14
Following Examples
In a traditional class, we use class time to show examples:
Solve 3x − 7 = 15
Solve 2x + 5 = 8 − x
Solve 4(x + 3) = 15 + 4x
Students then do exercises at home:
Solve 4x + 8 = 11
Solve 5x + 3 = 4 + 2x
Solve 5(x − 4) = 21
Their ability to answer these questions depends on their ability to follow yourexamples.
J. Suzuki (CUNY) Flipped Classes 4 / 14
Following Examples
In a traditional class, we use class time to show examples:
Solve 3x − 7 = 15
Solve 2x + 5 = 8 − x
Solve 4(x + 3) = 15 + 4x
Students then do exercises at home:
Solve 4x + 8 = 11
Solve 5x + 3 = 4 + 2x
Solve 5(x − 4) = 21
Their ability to answer these questions depends on their ability to follow yourexamples.
J. Suzuki (CUNY) Flipped Classes 4 / 14
Problem Solving
In problem solving, students learn a broad concept:
Solving an equation for a variable requires isolating the variable on one side of an= symbol.
Then they tackle problems like:
Solve 3x − 7 = 15
Solve 2x + 5 = 8 − x
Solve 4(x + 3) = 15 + 4x
Solve 4x + 8 = 11
Solve 5x + 3 = 4 + 2x
Solve 5(x − 4) = 21
Their ability to solve these problems relies on their understanding of theunderlying concept.
J. Suzuki (CUNY) Flipped Classes 5 / 14
Problem Solving
In problem solving, students learn a broad concept:
Solving an equation for a variable requires isolating the variable on one side of an= symbol.
Then they tackle problems like:
Solve 3x − 7 = 15
Solve 2x + 5 = 8 − x
Solve 4(x + 3) = 15 + 4x
Solve 4x + 8 = 11
Solve 5x + 3 = 4 + 2x
Solve 5(x − 4) = 21
Their ability to solve these problems relies on their understanding of theunderlying concept.
J. Suzuki (CUNY) Flipped Classes 5 / 14
Problem Solving
In problem solving, students learn a broad concept:
Solving an equation for a variable requires isolating the variable on one side of an= symbol.
Then they tackle problems like:
Solve 3x − 7 = 15
Solve 2x + 5 = 8 − x
Solve 4(x + 3) = 15 + 4x
Solve 4x + 8 = 11
Solve 5x + 3 = 4 + 2x
Solve 5(x − 4) = 21
Their ability to solve these problems relies on their understanding of theunderlying concept.
J. Suzuki (CUNY) Flipped Classes 5 / 14
Problem Solving
In problem solving, students learn a broad concept:
Solving an equation for a variable requires isolating the variable on one side of an= symbol.
Then they tackle problems like:
Solve 3x − 7 = 15
Solve 2x + 5 = 8 − x
Solve 4(x + 3) = 15 + 4x
Solve 4x + 8 = 11
Solve 5x + 3 = 4 + 2x
Solve 5(x − 4) = 21
Their ability to solve these problems relies on their understanding of theunderlying concept.
J. Suzuki (CUNY) Flipped Classes 5 / 14
Problem Solving
In problem solving, students learn a broad concept:
Solving an equation for a variable requires isolating the variable on one side of an= symbol.
Then they tackle problems like:
Solve 3x − 7 = 15
Solve 2x + 5 = 8 − x
Solve 4(x + 3) = 15 + 4x
Solve 4x + 8 = 11
Solve 5x + 3 = 4 + 2x
Solve 5(x − 4) = 21
Their ability to solve these problems relies on their understanding of theunderlying concept.
J. Suzuki (CUNY) Flipped Classes 5 / 14
Problem Solving
In problem solving, students learn a broad concept:
Solving an equation for a variable requires isolating the variable on one side of an= symbol.
Then they tackle problems like:
Solve 3x − 7 = 15
Solve 2x + 5 = 8 − x
Solve 4(x + 3) = 15 + 4x
Solve 4x + 8 = 11
Solve 5x + 3 = 4 + 2x
Solve 5(x − 4) = 21
Their ability to solve these problems relies on their understanding of theunderlying concept.
J. Suzuki (CUNY) Flipped Classes 5 / 14
Problem Solving
In problem solving, students learn a broad concept:
Solving an equation for a variable requires isolating the variable on one side of an= symbol.
Then they tackle problems like:
Solve 3x − 7 = 15
Solve 2x + 5 = 8 − x
Solve 4(x + 3) = 15 + 4x
Solve 4x + 8 = 11
Solve 5x + 3 = 4 + 2x
Solve 5(x − 4) = 21
Their ability to solve these problems relies on their understanding of theunderlying concept.
J. Suzuki (CUNY) Flipped Classes 5 / 14
Problem Solving
In problem solving, students learn a broad concept:
Solving an equation for a variable requires isolating the variable on one side of an= symbol.
Then they tackle problems like:
Solve 3x − 7 = 15
Solve 2x + 5 = 8 − x
Solve 4(x + 3) = 15 + 4x
Solve 4x + 8 = 11
Solve 5x + 3 = 4 + 2x
Solve 5(x − 4) = 21
Their ability to solve these problems relies on their understanding of theunderlying concept.
J. Suzuki (CUNY) Flipped Classes 5 / 14
Problem Solving
In problem solving, students learn a broad concept:
Solving an equation for a variable requires isolating the variable on one side of an= symbol.
Then they tackle problems like:
Solve 3x − 7 = 15
Solve 2x + 5 = 8 − x
Solve 4(x + 3) = 15 + 4x
Solve 4x + 8 = 11
Solve 5x + 3 = 4 + 2x
Solve 5(x − 4) = 21
Their ability to solve these problems relies on their understanding of theunderlying concept.
J. Suzuki (CUNY) Flipped Classes 5 / 14
Problem Solving
In problem solving, students learn a broad concept:
Solving an equation for a variable requires isolating the variable on one side of an= symbol.
Then they tackle problems like:
Solve 3x − 7 = 15
Solve 2x + 5 = 8 − x
Solve 4(x + 3) = 15 + 4x
Solve 4x + 8 = 11
Solve 5x + 3 = 4 + 2x
Solve 5(x − 4) = 21
Their ability to solve these problems relies on their understanding of theunderlying concept.
J. Suzuki (CUNY) Flipped Classes 5 / 14
Before Class
Before class, students watch one or more videos and answer some questions toturn in.
J. Suzuki (CUNY) Flipped Classes 6 / 14
Before Class
Before class, students watch one or more videos and answer some questions toturn in.
J. Suzuki (CUNY) Flipped Classes 6 / 14
During class
During class, students work on practice problems and assignments.
J. Suzuki (CUNY) Flipped Classes 7 / 14
During class
During class, students work on practice problems and assignments.
J. Suzuki (CUNY) Flipped Classes 7 / 14
Key Concept
Technology allows us to do things we’ve never been able to do before . . .
. . . but only if we do things we’ve never done before.
J. Suzuki (CUNY) Flipped Classes 8 / 14
Key Concept
Technology allows us to do things we’ve never been able to do before . . .. . . but only if we do things we’ve never done before.
J. Suzuki (CUNY) Flipped Classes 8 / 14
One Class, Six Lectures
A good online lecture is NOT a good lecture that’s been videotaped.
The 51st video of my calculus 1course: Find the area betweeny = 12 − x2 and y = 4x .
Length:
2:09
.
Very few willwatch the entirety of atwo-hour lecture.
Cross references.
Findingintersection points done inanother video.
Instantaneous computations.
Students are expected topause and rewind to followcomputations.
J. Suzuki (CUNY) Flipped Classes 9 / 14
One Class, Six Lectures
A good online lecture is NOT a good lecture that’s been videotaped.
The 51st video of my calculus 1course: Find the area betweeny = 12 − x2 and y = 4x .
Length:
2:09
.
Very few willwatch the entirety of atwo-hour lecture.
Cross references.
Findingintersection points done inanother video.
Instantaneous computations.
Students are expected topause and rewind to followcomputations.
J. Suzuki (CUNY) Flipped Classes 9 / 14
One Class, Six Lectures
A good online lecture is NOT a good lecture that’s been videotaped.
The 51st video of my calculus 1course: Find the area betweeny = 12 − x2 and y = 4x .
Length:
2:09
.
Very few willwatch the entirety of atwo-hour lecture.
Cross references.
Findingintersection points done inanother video.
Instantaneous computations.
Students are expected topause and rewind to followcomputations.
J. Suzuki (CUNY) Flipped Classes 9 / 14
One Class, Six Lectures
A good online lecture is NOT a good lecture that’s been videotaped.
The 51st video of my calculus 1course: Find the area betweeny = 12 − x2 and y = 4x .
Length: 2:09.
Very few willwatch the entirety of atwo-hour lecture.
Cross references.
Findingintersection points done inanother video.
Instantaneous computations.
Students are expected topause and rewind to followcomputations.
J. Suzuki (CUNY) Flipped Classes 9 / 14
One Class, Six Lectures
A good online lecture is NOT a good lecture that’s been videotaped.
The 51st video of my calculus 1course: Find the area betweeny = 12 − x2 and y = 4x .
Length: 2:09. Very few willwatch the entirety of atwo-hour lecture.
Cross references.
Findingintersection points done inanother video.
Instantaneous computations.
Students are expected topause and rewind to followcomputations.
J. Suzuki (CUNY) Flipped Classes 9 / 14
One Class, Six Lectures
A good online lecture is NOT a good lecture that’s been videotaped.
The 51st video of my calculus 1course: Find the area betweeny = 12 − x2 and y = 4x .
Length: 2:09. Very few willwatch the entirety of atwo-hour lecture.
Cross references.
Findingintersection points done inanother video.
Instantaneous computations.
Students are expected topause and rewind to followcomputations.
J. Suzuki (CUNY) Flipped Classes 9 / 14
One Class, Six Lectures
A good online lecture is NOT a good lecture that’s been videotaped.
The 51st video of my calculus 1course: Find the area betweeny = 12 − x2 and y = 4x .
Length: 2:09. Very few willwatch the entirety of atwo-hour lecture.
Cross references. Findingintersection points done inanother video.
Instantaneous computations.
Students are expected topause and rewind to followcomputations.
J. Suzuki (CUNY) Flipped Classes 9 / 14
One Class, Six Lectures
A good online lecture is NOT a good lecture that’s been videotaped.
The 51st video of my calculus 1course: Find the area betweeny = 12 − x2 and y = 4x .
Length: 2:09. Very few willwatch the entirety of atwo-hour lecture.
Cross references. Findingintersection points done inanother video.
Instantaneous computations.
Students are expected topause and rewind to followcomputations.
J. Suzuki (CUNY) Flipped Classes 9 / 14
One Class, Six Lectures
A good online lecture is NOT a good lecture that’s been videotaped.
The 51st video of my calculus 1course: Find the area betweeny = 12 − x2 and y = 4x .
Length: 2:09. Very few willwatch the entirety of atwo-hour lecture.
Cross references. Findingintersection points done inanother video.
Instantaneous computations.Students are expected topause and rewind to followcomputations.
J. Suzuki (CUNY) Flipped Classes 9 / 14
Small Steps
A good way to start is to implement a “No Review” policy:
No class time to bespent reviewing material from previous courses.
Then compose videos covering the most common topics you’ve had to review:
The time you’d spend on review is now available for regular class use,
The review videos form the core of a flipped course.
J. Suzuki (CUNY) Flipped Classes 10 / 14
Small Steps
A good way to start is to implement a “No Review” policy: No class time to bespent reviewing material from previous courses.
Then compose videos covering the most common topics you’ve had to review:
The time you’d spend on review is now available for regular class use,
The review videos form the core of a flipped course.
J. Suzuki (CUNY) Flipped Classes 10 / 14
Small Steps
A good way to start is to implement a “No Review” policy: No class time to bespent reviewing material from previous courses.
Then compose videos covering the most common topics you’ve had to review:
The time you’d spend on review is now available for regular class use,
The review videos form the core of a flipped course.
J. Suzuki (CUNY) Flipped Classes 10 / 14
Small Steps
A good way to start is to implement a “No Review” policy: No class time to bespent reviewing material from previous courses.
Then compose videos covering the most common topics you’ve had to review:
The time you’d spend on review is now available for regular class use,
The review videos form the core of a flipped course.
J. Suzuki (CUNY) Flipped Classes 10 / 14
Small Steps
A good way to start is to implement a “No Review” policy: No class time to bespent reviewing material from previous courses.
Then compose videos covering the most common topics you’ve had to review:
The time you’d spend on review is now available for regular class use,
The review videos form the core of a flipped course.
J. Suzuki (CUNY) Flipped Classes 10 / 14
Five Guidelines for a Good Video
Modified from Bergmann and Sams (2012):
Make it short:
I try for a maximum length of 10 minutes.
Modulate your voice:
If your voice shows you’re excited about a topic,students will be too.
Add humor:
If you make jokes in class, make them on the video. Butremember: once it’s online, it’s there forever.
Add animation:
Let things appear
and disappear
, and use .
Stay on topic:
This helps keep the videos short.
J. Suzuki (CUNY) Flipped Classes 11 / 14
Five Guidelines for a Good Video
Modified from Bergmann and Sams (2012):
Make it short:
I try for a maximum length of 10 minutes.
Modulate your voice:
If your voice shows you’re excited about a topic,students will be too.
Add humor:
If you make jokes in class, make them on the video. Butremember: once it’s online, it’s there forever.
Add animation:
Let things appear
and disappear
, and use .
Stay on topic:
This helps keep the videos short.
J. Suzuki (CUNY) Flipped Classes 11 / 14
Five Guidelines for a Good Video
Modified from Bergmann and Sams (2012):
Make it short: I try for a maximum length of 10 minutes.
Modulate your voice:
If your voice shows you’re excited about a topic,students will be too.
Add humor:
If you make jokes in class, make them on the video. Butremember: once it’s online, it’s there forever.
Add animation:
Let things appear
and disappear
, and use .
Stay on topic:
This helps keep the videos short.
J. Suzuki (CUNY) Flipped Classes 11 / 14
Five Guidelines for a Good Video
Modified from Bergmann and Sams (2012):
Make it short: I try for a maximum length of 10 minutes.
Modulate your voice:
If your voice shows you’re excited about a topic,students will be too.
Add humor:
If you make jokes in class, make them on the video. Butremember: once it’s online, it’s there forever.
Add animation:
Let things appear
and disappear
, and use .
Stay on topic:
This helps keep the videos short.
J. Suzuki (CUNY) Flipped Classes 11 / 14
Five Guidelines for a Good Video
Modified from Bergmann and Sams (2012):
Make it short: I try for a maximum length of 10 minutes.
Modulate your voice: If your voice shows you’re excited about a topic,students will be too.
Add humor:
If you make jokes in class, make them on the video. Butremember: once it’s online, it’s there forever.
Add animation:
Let things appear
and disappear
, and use .
Stay on topic:
This helps keep the videos short.
J. Suzuki (CUNY) Flipped Classes 11 / 14
Five Guidelines for a Good Video
Modified from Bergmann and Sams (2012):
Make it short: I try for a maximum length of 10 minutes.
Modulate your voice: If your voice shows you’re excited about a topic,students will be too.
Add humor:
If you make jokes in class, make them on the video. Butremember: once it’s online, it’s there forever.
Add animation:
Let things appear
and disappear
, and use .
Stay on topic:
This helps keep the videos short.
J. Suzuki (CUNY) Flipped Classes 11 / 14
Five Guidelines for a Good Video
Modified from Bergmann and Sams (2012):
Make it short: I try for a maximum length of 10 minutes.
Modulate your voice: If your voice shows you’re excited about a topic,students will be too.
Add humor: If you make jokes in class, make them on the video. Butremember: once it’s online, it’s there forever.
Add animation:
Let things appear
and disappear
, and use .
Stay on topic:
This helps keep the videos short.
J. Suzuki (CUNY) Flipped Classes 11 / 14
Five Guidelines for a Good Video
Modified from Bergmann and Sams (2012):
Make it short: I try for a maximum length of 10 minutes.
Modulate your voice: If your voice shows you’re excited about a topic,students will be too.
Add humor: If you make jokes in class, make them on the video. Butremember: once it’s online, it’s there forever.
Add animation:
Let things appear
and disappear
, and use .
Stay on topic:
This helps keep the videos short.
J. Suzuki (CUNY) Flipped Classes 11 / 14
Five Guidelines for a Good Video
Modified from Bergmann and Sams (2012):
Make it short: I try for a maximum length of 10 minutes.
Modulate your voice: If your voice shows you’re excited about a topic,students will be too.
Add humor: If you make jokes in class, make them on the video. Butremember: once it’s online, it’s there forever.
Add animation: Let things
appear
and disappear
, and use .
Stay on topic:
This helps keep the videos short.
J. Suzuki (CUNY) Flipped Classes 11 / 14
Five Guidelines for a Good Video
Modified from Bergmann and Sams (2012):
Make it short: I try for a maximum length of 10 minutes.
Modulate your voice: If your voice shows you’re excited about a topic,students will be too.
Add humor: If you make jokes in class, make them on the video. Butremember: once it’s online, it’s there forever.
Add animation: Let things appear and disappear,
and use .
Stay on topic:
This helps keep the videos short.
J. Suzuki (CUNY) Flipped Classes 11 / 14
Five Guidelines for a Good Video
Modified from Bergmann and Sams (2012):
Make it short: I try for a maximum length of 10 minutes.
Modulate your voice: If your voice shows you’re excited about a topic,students will be too.
Add humor: If you make jokes in class, make them on the video. Butremember: once it’s online, it’s there forever.
Add animation: Let things appear
and disappear
, and use color to emphasize.
Stay on topic:
This helps keep the videos short.
J. Suzuki (CUNY) Flipped Classes 11 / 14
Five Guidelines for a Good Video
Modified from Bergmann and Sams (2012):
Make it short: I try for a maximum length of 10 minutes.
Modulate your voice: If your voice shows you’re excited about a topic,students will be too.
Add humor: If you make jokes in class, make them on the video. Butremember: once it’s online, it’s there forever.
Add animation: Let things appear
and disappear
, and use color to emphasize.
Stay on topic:
This helps keep the videos short.
J. Suzuki (CUNY) Flipped Classes 11 / 14
Five Guidelines for a Good Video
Modified from Bergmann and Sams (2012):
Make it short: I try for a maximum length of 10 minutes.
Modulate your voice: If your voice shows you’re excited about a topic,students will be too.
Add humor: If you make jokes in class, make them on the video. Butremember: once it’s online, it’s there forever.
Add animation: Let things appear
and disappear
, and use color to emphasize.
Stay on topic:
This helps keep the videos short.
J. Suzuki (CUNY) Flipped Classes 11 / 14
Five Guidelines for a Good Video
Modified from Bergmann and Sams (2012):
Make it short: I try for a maximum length of 10 minutes.
Modulate your voice: If your voice shows you’re excited about a topic,students will be too.
Add humor: If you make jokes in class, make them on the video. Butremember: once it’s online, it’s there forever.
Add animation: Let things appear
and disappear
, and use color to emphasize.
Stay on topic: This helps keep the videos short.
J. Suzuki (CUNY) Flipped Classes 11 / 14
What to Expect . . . And How to Live With It
Common problems, and solutions.
Students don’t have much experience learning from online videos
(not yet).Emphasize pause, rewind, replay features in an orientation lecture.
Students don’t watch videos in a timely manner.
Allow students to completeassignments over several class periods.
Lots of student questions.
But most of us teach because we like interactingwith students.
Grading.
I’m still working on this one.
Group work.
Encourage collaboration: the best way to learn something is toexplain it to someone else! If you allow collaborative assignments, this alsoreduces the grading burden.
Not all rooms can host a flipped class.
Fixed desks and crowded rooms makeit harder to assist students.
J. Suzuki (CUNY) Flipped Classes 12 / 14
What to Expect . . . And How to Live With It
Common problems, and solutions.
Students don’t have much experience learning from online videos
(not yet).Emphasize pause, rewind, replay features in an orientation lecture.
Students don’t watch videos in a timely manner.
Allow students to completeassignments over several class periods.
Lots of student questions.
But most of us teach because we like interactingwith students.
Grading.
I’m still working on this one.
Group work.
Encourage collaboration: the best way to learn something is toexplain it to someone else! If you allow collaborative assignments, this alsoreduces the grading burden.
Not all rooms can host a flipped class.
Fixed desks and crowded rooms makeit harder to assist students.
J. Suzuki (CUNY) Flipped Classes 12 / 14
What to Expect . . . And How to Live With It
Common problems, and solutions.
Students don’t have much experience learning from online videos (not yet).
Emphasize pause, rewind, replay features in an orientation lecture.
Students don’t watch videos in a timely manner.
Allow students to completeassignments over several class periods.
Lots of student questions.
But most of us teach because we like interactingwith students.
Grading.
I’m still working on this one.
Group work.
Encourage collaboration: the best way to learn something is toexplain it to someone else! If you allow collaborative assignments, this alsoreduces the grading burden.
Not all rooms can host a flipped class.
Fixed desks and crowded rooms makeit harder to assist students.
J. Suzuki (CUNY) Flipped Classes 12 / 14
What to Expect . . . And How to Live With It
Common problems, and solutions.
Students don’t have much experience learning from online videos (not yet).Emphasize pause, rewind, replay features in an orientation lecture.
Students don’t watch videos in a timely manner.
Allow students to completeassignments over several class periods.
Lots of student questions.
But most of us teach because we like interactingwith students.
Grading.
I’m still working on this one.
Group work.
Encourage collaboration: the best way to learn something is toexplain it to someone else! If you allow collaborative assignments, this alsoreduces the grading burden.
Not all rooms can host a flipped class.
Fixed desks and crowded rooms makeit harder to assist students.
J. Suzuki (CUNY) Flipped Classes 12 / 14
What to Expect . . . And How to Live With It
Common problems, and solutions.
Students don’t have much experience learning from online videos (not yet).Emphasize pause, rewind, replay features in an orientation lecture.
Students don’t watch videos in a timely manner.
Allow students to completeassignments over several class periods.
Lots of student questions.
But most of us teach because we like interactingwith students.
Grading.
I’m still working on this one.
Group work.
Encourage collaboration: the best way to learn something is toexplain it to someone else! If you allow collaborative assignments, this alsoreduces the grading burden.
Not all rooms can host a flipped class.
Fixed desks and crowded rooms makeit harder to assist students.
J. Suzuki (CUNY) Flipped Classes 12 / 14
What to Expect . . . And How to Live With It
Common problems, and solutions.
Students don’t have much experience learning from online videos (not yet).Emphasize pause, rewind, replay features in an orientation lecture.
Students don’t watch videos in a timely manner. Allow students to completeassignments over several class periods.
Lots of student questions.
But most of us teach because we like interactingwith students.
Grading.
I’m still working on this one.
Group work.
Encourage collaboration: the best way to learn something is toexplain it to someone else! If you allow collaborative assignments, this alsoreduces the grading burden.
Not all rooms can host a flipped class.
Fixed desks and crowded rooms makeit harder to assist students.
J. Suzuki (CUNY) Flipped Classes 12 / 14
What to Expect . . . And How to Live With It
Common problems, and solutions.
Students don’t have much experience learning from online videos (not yet).Emphasize pause, rewind, replay features in an orientation lecture.
Students don’t watch videos in a timely manner. Allow students to completeassignments over several class periods.
Lots of student questions.
But most of us teach because we like interactingwith students.
Grading.
I’m still working on this one.
Group work.
Encourage collaboration: the best way to learn something is toexplain it to someone else! If you allow collaborative assignments, this alsoreduces the grading burden.
Not all rooms can host a flipped class.
Fixed desks and crowded rooms makeit harder to assist students.
J. Suzuki (CUNY) Flipped Classes 12 / 14
What to Expect . . . And How to Live With It
Common problems, and solutions.
Students don’t have much experience learning from online videos (not yet).Emphasize pause, rewind, replay features in an orientation lecture.
Students don’t watch videos in a timely manner. Allow students to completeassignments over several class periods.
Lots of student questions. But most of us teach because we like interactingwith students.
Grading.
I’m still working on this one.
Group work.
Encourage collaboration: the best way to learn something is toexplain it to someone else! If you allow collaborative assignments, this alsoreduces the grading burden.
Not all rooms can host a flipped class.
Fixed desks and crowded rooms makeit harder to assist students.
J. Suzuki (CUNY) Flipped Classes 12 / 14
What to Expect . . . And How to Live With It
Common problems, and solutions.
Students don’t have much experience learning from online videos (not yet).Emphasize pause, rewind, replay features in an orientation lecture.
Students don’t watch videos in a timely manner. Allow students to completeassignments over several class periods.
Lots of student questions. But most of us teach because we like interactingwith students.
Grading.
I’m still working on this one.
Group work.
Encourage collaboration: the best way to learn something is toexplain it to someone else! If you allow collaborative assignments, this alsoreduces the grading burden.
Not all rooms can host a flipped class.
Fixed desks and crowded rooms makeit harder to assist students.
J. Suzuki (CUNY) Flipped Classes 12 / 14
What to Expect . . . And How to Live With It
Common problems, and solutions.
Students don’t have much experience learning from online videos (not yet).Emphasize pause, rewind, replay features in an orientation lecture.
Students don’t watch videos in a timely manner. Allow students to completeassignments over several class periods.
Lots of student questions. But most of us teach because we like interactingwith students.
Grading. I’m still working on this one.
Group work.
Encourage collaboration: the best way to learn something is toexplain it to someone else! If you allow collaborative assignments, this alsoreduces the grading burden.
Not all rooms can host a flipped class.
Fixed desks and crowded rooms makeit harder to assist students.
J. Suzuki (CUNY) Flipped Classes 12 / 14
What to Expect . . . And How to Live With It
Common problems, and solutions.
Students don’t have much experience learning from online videos (not yet).Emphasize pause, rewind, replay features in an orientation lecture.
Students don’t watch videos in a timely manner. Allow students to completeassignments over several class periods.
Lots of student questions. But most of us teach because we like interactingwith students.
Grading. I’m still working on this one.
Group work.
Encourage collaboration: the best way to learn something is toexplain it to someone else! If you allow collaborative assignments, this alsoreduces the grading burden.
Not all rooms can host a flipped class.
Fixed desks and crowded rooms makeit harder to assist students.
J. Suzuki (CUNY) Flipped Classes 12 / 14
What to Expect . . . And How to Live With It
Common problems, and solutions.
Students don’t have much experience learning from online videos (not yet).Emphasize pause, rewind, replay features in an orientation lecture.
Students don’t watch videos in a timely manner. Allow students to completeassignments over several class periods.
Lots of student questions. But most of us teach because we like interactingwith students.
Grading. I’m still working on this one.
Group work. Encourage collaboration: the best way to learn something is toexplain it to someone else! If you allow collaborative assignments, this alsoreduces the grading burden.
Not all rooms can host a flipped class.
Fixed desks and crowded rooms makeit harder to assist students.
J. Suzuki (CUNY) Flipped Classes 12 / 14
What to Expect . . . And How to Live With It
Common problems, and solutions.
Students don’t have much experience learning from online videos (not yet).Emphasize pause, rewind, replay features in an orientation lecture.
Students don’t watch videos in a timely manner. Allow students to completeassignments over several class periods.
Lots of student questions. But most of us teach because we like interactingwith students.
Grading. I’m still working on this one.
Group work. Encourage collaboration: the best way to learn something is toexplain it to someone else! If you allow collaborative assignments, this alsoreduces the grading burden.
Not all rooms can host a flipped class.
Fixed desks and crowded rooms makeit harder to assist students.
J. Suzuki (CUNY) Flipped Classes 12 / 14
What to Expect . . . And How to Live With It
Common problems, and solutions.
Students don’t have much experience learning from online videos (not yet).Emphasize pause, rewind, replay features in an orientation lecture.
Students don’t watch videos in a timely manner. Allow students to completeassignments over several class periods.
Lots of student questions. But most of us teach because we like interactingwith students.
Grading. I’m still working on this one.
Group work. Encourage collaboration: the best way to learn something is toexplain it to someone else! If you allow collaborative assignments, this alsoreduces the grading burden.
Not all rooms can host a flipped class. Fixed desks and crowded rooms makeit harder to assist students.
J. Suzuki (CUNY) Flipped Classes 12 / 14
Some Resources
Screen Cast-o-Matic:
Free software you can use to record screen images anddo voice over narration.
YouTube:
A permanent repository for your work, which also allows you toinclude cross references and additional notes.
Bergman and Sams, Flip Your Classroom (ISTE, 2012):
Many more insightsinto the process of flipping a class.
J. Suzuki (CUNY) Flipped Classes 13 / 14
Some Resources
Screen Cast-o-Matic:
Free software you can use to record screen images anddo voice over narration.
YouTube:
A permanent repository for your work, which also allows you toinclude cross references and additional notes.
Bergman and Sams, Flip Your Classroom (ISTE, 2012):
Many more insightsinto the process of flipping a class.
J. Suzuki (CUNY) Flipped Classes 13 / 14
Some Resources
Screen Cast-o-Matic: Free software you can use to record screen images anddo voice over narration.
YouTube:
A permanent repository for your work, which also allows you toinclude cross references and additional notes.
Bergman and Sams, Flip Your Classroom (ISTE, 2012):
Many more insightsinto the process of flipping a class.
J. Suzuki (CUNY) Flipped Classes 13 / 14
Some Resources
Screen Cast-o-Matic: Free software you can use to record screen images anddo voice over narration.
YouTube:
A permanent repository for your work, which also allows you toinclude cross references and additional notes.
Bergman and Sams, Flip Your Classroom (ISTE, 2012):
Many more insightsinto the process of flipping a class.
J. Suzuki (CUNY) Flipped Classes 13 / 14
Some Resources
Screen Cast-o-Matic: Free software you can use to record screen images anddo voice over narration.
YouTube: A permanent repository for your work, which also allows you toinclude cross references and additional notes.
Bergman and Sams, Flip Your Classroom (ISTE, 2012):
Many more insightsinto the process of flipping a class.
J. Suzuki (CUNY) Flipped Classes 13 / 14
Some Resources
Screen Cast-o-Matic: Free software you can use to record screen images anddo voice over narration.
YouTube: A permanent repository for your work, which also allows you toinclude cross references and additional notes.
Bergman and Sams, Flip Your Classroom (ISTE, 2012):
Many more insightsinto the process of flipping a class.
J. Suzuki (CUNY) Flipped Classes 13 / 14
Some Resources
Screen Cast-o-Matic: Free software you can use to record screen images anddo voice over narration.
YouTube: A permanent repository for your work, which also allows you toinclude cross references and additional notes.
Bergman and Sams, Flip Your Classroom (ISTE, 2012): Many more insightsinto the process of flipping a class.
J. Suzuki (CUNY) Flipped Classes 13 / 14
Some Research Results
How do flipped classrooms compare?
Clark, “The Effects of the Flipped Model of Instruction on StudentEngagement and Performance in the Secondary Mathematics Classroom,”Journal of Educators Online; 2015, Vol. 12 Issue 1, p91-115, 25p:
Nodifference in performance for high school algebra 1 students, but studentswere more engaged and more involved in the class, and enjoyed the classmore.
Love, Hodge, Grandgenett, Swift, “Student learning and perceptions in aflipped linear algebra course,” International Journal of MathematicalEducation in Science and Technology, 2014, Vol. 45, No. 3, 317–324):
Statistically significant improvement of student performance and perceptionof mathematics.
J. Suzuki (CUNY) Flipped Classes 14 / 14
Some Research Results
How do flipped classrooms compare?
Clark, “The Effects of the Flipped Model of Instruction on StudentEngagement and Performance in the Secondary Mathematics Classroom,”Journal of Educators Online; 2015, Vol. 12 Issue 1, p91-115, 25p:
Nodifference in performance for high school algebra 1 students, but studentswere more engaged and more involved in the class, and enjoyed the classmore.
Love, Hodge, Grandgenett, Swift, “Student learning and perceptions in aflipped linear algebra course,” International Journal of MathematicalEducation in Science and Technology, 2014, Vol. 45, No. 3, 317–324):
Statistically significant improvement of student performance and perceptionof mathematics.
J. Suzuki (CUNY) Flipped Classes 14 / 14
Some Research Results
How do flipped classrooms compare?
Clark, “The Effects of the Flipped Model of Instruction on StudentEngagement and Performance in the Secondary Mathematics Classroom,”Journal of Educators Online; 2015, Vol. 12 Issue 1, p91-115, 25p: Nodifference in performance for high school algebra 1 students,
but studentswere more engaged and more involved in the class, and enjoyed the classmore.
Love, Hodge, Grandgenett, Swift, “Student learning and perceptions in aflipped linear algebra course,” International Journal of MathematicalEducation in Science and Technology, 2014, Vol. 45, No. 3, 317–324):
Statistically significant improvement of student performance and perceptionof mathematics.
J. Suzuki (CUNY) Flipped Classes 14 / 14
Some Research Results
How do flipped classrooms compare?
Clark, “The Effects of the Flipped Model of Instruction on StudentEngagement and Performance in the Secondary Mathematics Classroom,”Journal of Educators Online; 2015, Vol. 12 Issue 1, p91-115, 25p: Nodifference in performance for high school algebra 1 students, but studentswere more engaged and more involved in the class, and enjoyed the classmore.
Love, Hodge, Grandgenett, Swift, “Student learning and perceptions in aflipped linear algebra course,” International Journal of MathematicalEducation in Science and Technology, 2014, Vol. 45, No. 3, 317–324):
Statistically significant improvement of student performance and perceptionof mathematics.
J. Suzuki (CUNY) Flipped Classes 14 / 14
Some Research Results
How do flipped classrooms compare?
Clark, “The Effects of the Flipped Model of Instruction on StudentEngagement and Performance in the Secondary Mathematics Classroom,”Journal of Educators Online; 2015, Vol. 12 Issue 1, p91-115, 25p: Nodifference in performance for high school algebra 1 students, but studentswere more engaged and more involved in the class, and enjoyed the classmore.
Love, Hodge, Grandgenett, Swift, “Student learning and perceptions in aflipped linear algebra course,” International Journal of MathematicalEducation in Science and Technology, 2014, Vol. 45, No. 3, 317–324):
Statistically significant improvement of student performance and perceptionof mathematics.
J. Suzuki (CUNY) Flipped Classes 14 / 14
Some Research Results
How do flipped classrooms compare?
Clark, “The Effects of the Flipped Model of Instruction on StudentEngagement and Performance in the Secondary Mathematics Classroom,”Journal of Educators Online; 2015, Vol. 12 Issue 1, p91-115, 25p: Nodifference in performance for high school algebra 1 students, but studentswere more engaged and more involved in the class, and enjoyed the classmore.
Love, Hodge, Grandgenett, Swift, “Student learning and perceptions in aflipped linear algebra course,” International Journal of MathematicalEducation in Science and Technology, 2014, Vol. 45, No. 3, 317–324):Statistically significant improvement of student performance and perceptionof mathematics.
J. Suzuki (CUNY) Flipped Classes 14 / 14
![Research on the Teaching Management Model of “Flipped ... · [1] Miu Xin, Zhang Jing and Zhang Huiyuan. Application of the Flipped Class Model Based on Micro Classes in College](https://img.pdfslide.net/doc/110x75/6049f44e8b74fc48d151959e/research-on-the-teaching-management-model-of-aoeflipped-1-miu-xin-zhang-jing.jpg)
