The Reverse or Flipped
Classroom
Presented by
Marilyn Frydrych
Pikes Peak Community College
Math Faculty
Topics
• History
– Colleges
– High schools
• Literature Recommendations
• Circumstances leading to my adoption of the
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reversed classroom
Structure of my Mat 045 classroom
My results
Improvements for this semester
College Background
• Harvard 1991
• Physics Dr Eric Mazur
• Peer instruction
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Short 5 minute lectures
100 + class size with round tables seating 8 to 10
Used computer aided instruction
Students given 2 minutes to figure an answer to a
conceptual question about the lecture
– 3 minutes to persuade others at their table to agree
with them
College (Continued)
• University of Michigan Calculus Classes 1992
– Dr. Morton Brown
• Maximized in-class collaborative activities
• Minimized lecture time
• Today
– Great faculty support
 2 weeks of training in Summer
 Weekly faculty meetings
 Student projects archived
– 32 max class size
College (Continued)
• North Carolina State University 1997
– The Student-Centered Active Learning Environment
for Undergraduate Programs (SCALE-UP)
– Physics, chemistry, math, engineering, literature
– Bob Beichner and Sharon Isern (Florida Gulf Coast
University
• Students work together on a project or homework
assignment
• Instructor mingles, tutoring and challenging
• Large classrooms like Harvard
– 150 colleges now copying them, including MIT
– Social interaction key to success
High School Background
• 2007 Colorado
• Woodland Park High School
– Two high school science teachers “flipped”
their classes
– Motivation
• student athletes missing classes
• amount of underachievers
– Recorded their own lectures
– Now holding national conferences and tour
country lecturing
High School (Continued)
• 2010 Minnesota
• Bryan High School near Rochester
• Motivation
– Needed new books for state mandated
changes to curriculum
– No money for books
• Flipped classroom started Fall, 2010 with
no books, only videos teachers produced
Positive Results for Both Schools
• Proved to be valuable for everyone
missing classes
• Students engaged in classroom
• Students liked being able to replay parts
of video
• More students passed
Literature on Videos
• Videos should be no longer than 10 minutes
• Possible to make your own videos
– Record in a studio
– Edit into about 8 minutes sections
• Each day assign several reflective questions about videos
– Collect next class period
– grade
– return promptly
• Allow those who don’t watch videos and still succeed to
slide
Literature on Collaboration
• Key to retention
– Do usual homework in class
• Students help each other
• Instructor helps the neediest
– Have in-class collaborative projects
• Students bond, find support via social
interaction in class.
Why I Switched
• Email from my Brother about 2002
– Shared article in University of Michigan alumni
magazine about new method of teaching
calculus.
– Brother’s interest sparked because he played
paddle ball with the author
Edu 263 -- Teaching and Learning
Online
• Required course for me –2007
• Learned:
– Few PPCC students benefit from lectures
– Retention of lecture material less than 20%
– Most PPCC students are kinesthetic learners
2011 NADE Conference in Boston
• Heard Prof. Larry Perez from Saddleback
College in California talk about his reverse
classroom.
• Saw a couple of his 5 to 8 minute videos
• Learned they were available for free on
the Web.
• Was impressed with his clarity and humor
Spring 2012 Developmental
Education Task Force
• Attended several DETF meetings in Denver
examining better teaching methods
• Heard Amy Getz from the Dana Center in
Austin, TX speak of success of the reverse
classroom
Mid-August 2012
• My learning community with math and
English didn’t go.
• Always interested in trying new
approaches
• With less than two weeks to prepare,
decided on the reverse classroom
My Mat 045 Set up
In Class
Go over new material
covered by videos
Outside Class
Mat 045
Old Material
Fall 2012 &
Spring 2013
Prior to tests, do
MML+ quizzes
Outside Class
Reinforce Old Material
Work problems in
MyMathLab+ similar to those
done in class
Outside Class
New Material
Watch videos,
answer video
question
A Typical Day in my Reverse
Classroom
• Start with question about videos
• Occasionally lecture for 2 or 3 minutes to fill in
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points missed in the video
List new vocabulary words on the board
Assign problems.
– At seat: Encouraged everyone to work with one or
two others.
– At board: Those finishing first helped others.
• I tutor continually.
My results
• Last fall 85% earned A’s on first three of
six tests.
• This semester it is down to 50% A’s.
• By half-way point life begins to interfere,
scores and attendance decline.
• 50% of those starting, passed last Fall
Feedback from my students
• Students asked for more group work at
the board.
• Loners joined in at the board, but not at
their seats
• Some said they never watched the videos.
They picked up everything in class.
My improvements this Spring
• I Have replaced my starting quizzes with
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prewritten summaries that I collect
I have added videos by the author of our book
I’ve added video links to my D2L
announcements
I have in-class projects
I give bonus points to those getting together in
the Math Center to study before an exam
Reverse Classrooms Summary
• Began over 20 years ago at Harvard
• Recently high schools reinvented it
• The bottom line: maximizes classroom
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engagement
Produces better rapport
Adopted by lecturers at top colleges
Many variations
8 to 10 minute videos available on the web or
you can make your own
What’s next
• A Larry Perez video
• Q and A