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 of 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. Use a video camera, cell pone, I-pad etc., or use a laptop or a a) tablet PC with Camtasia or Snag-it (screen recorders) and post on 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 organized.
Example of a flip worksheet 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 n th term of a sequence: http://youtu.be/qFgbtUF_DW4 More videos on finding the general n th term of a sequence: 2) 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 schedule Math 261 #0503 Fall 2015 Calendar Mon Tues Wed Thurs Week 1 31-Aug 1-Sep 2-Sep 3-Sep Orientation; Review 22-43 44-65 Test 1 : Review Worksheet Worksheet : 1-21 Week 2 7-Sep 8-Sep 9-Sep 10-Sep Holiday Limits and Continuity 18-34 35-67 Worksheet : 1-17 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 or 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.
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