The Flipped Classroom – An Experiment
With
Postmortem
johnburke.mathprof@gmail.com
The Flipped Classroom – An Experiment
With
Postmortem
- lessons learned applied to fall 2014 precalculus classes
What is the “Flipped Classroom”?
A flipped (or inverted) classroom is
• a form of blended learning in which students
learn new content online by watching video
lectures before coming to class;
• class time is repurposed for discussion and
hands-on active learning activities, and
• instead of lecturing, teachers can offer more
personalized guidance and interaction with
students.
Traditional vs Inverted
Traditional classroom (“sage on a stage”):
• lecture during class (say, see, do);
• send students home to do exercises; and,
• discuss homework next class (if asked).
Flipped (inverted) classroom (“guide on the side”):
• students watch video lectures before class;
• class time is repurposed for hands-on active
learning activities, enrichment activities and
discussions.
Timeline
Timeline
Seminal article:
“Inverting the Classroom: A Gateway to Creating
an Inclusive Learning Environment” – Maureen J.
Lage, Glenn J. Platt, and Michael Treglia Journal of Economic Education, 01/2000
The article focuses on two sections of
Microeconomics taught at Miami of Ohio
University in the fall of 1996 using the inverted
classroom model.
Timeline
Four key factors leading to increased adoption of
the inverted classroom:
1. Poor student outcomes – continued search for
the magic potion, silver bullet, etc.
2. Availability of ready-made videos (Kahn
Academy, textbook publishers, Youtube, etc.)
3. Increased student and instructor access to
powerful, low-cost technology
4. Increased student access to broadband
Problems to Address
You can lead a horse to water, but you can't make it drink.
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Uneven student preparation
Reluctance to ask questions
Diverse student needs/interests
Lack of engagement
“Optional” assignments ignored
Recommended study times ignored
Online homework too easily gamed
Large class caps ≠ individual attention
Results fall short of goals
Flipping to Address These Problems
You can lead a horse to water, but you can't make it drink.
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Videos can teach to multiple levels
Rewind and repeat as necessary
Participation is a classroom goal
If you are in class, you are engaged
Study time and preparation coerced
Optional exercises no longer optional
Online homework less necessary
Individual attention is a goal
Side benefit: promote collaboration
Better “results” are a goal
Or can you?
Why Math 350*?
• Considerable experience teaching Math 350
• Students are used to collaborative work
• Students more mentally and emotionally mature and
responsible (transfer level class with a transfer
level class as a prerequisite)
• Basis for a completely online Math 350
*Calculus for the Life Sciences I
Course Structure
Before class
• Students watch several (3 – 8) short videos
(≈ 10 minutes each)
• Optionally print slides
• Take notes as necessary
• Work example problems
In class
• Q&A
• Short “lecture” as needed
• Short quiz based upon the videos and exercises
• Supervised problem-solving/
discovery/enrichment activities
Tools to Produce and Deliver Videos
Hardware
• Computer and Writing Device
• Camera
• Microphone
Software
• Presentation
• Video Creation
• Editing
Delivery Method
Next Section 
Tools to Produce and Deliver Videos
Computer
Desktop
Laptop
Back
Tools to Produce and Deliver Videos
Camera
Back
Tools to Produce and Deliver Videos
Microphone
$35
Back
$100
Tools to Produce and Deliver Videos
Presentation Software
PowerPoint (Microsoft)
Keynote (Apple)
Impress (LibreOffice or OpenOffice)
Prezi
Google Docs
Back
Tools to Produce and Deliver Videos
Video Creation Software
$
• Camtasia (TechSmith)
• Adobe Presenter
Free
• Jing
• Ezvid (0.9.7.8)
Back
Tools to Produce and Deliver Videos
Video & Audio Editing Software
$
• Camtasia (TechSmith)
• Adobe Presenter
Free
• Ezvid (0.9.7.8)
Back
Tools to Produce and Deliver Videos
Delivery Method
ARC
YouTube
ScreenCast.com (TechSmith)
Back
Production Workflow
• PowerPoint slides serve as a storyboard
• Produce video using rough written script
(the slides and slide notes)
• Clean up edit
• Post to streaming server
• Link videos and notes to class web page
Total time required to produce one 5 – 10
minute video:
60 – 90 minutes!
How Do Students Access Material?
How Do Students Access Material?
Issues to Consider
• How to “coerce” students into watching videos
and doing exercises before class?
• How to measure success?
• Time commitment
• ADA-compliance
• Copyright
Postmortem
Postmortem
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Teach to all levels
Rewind and repeat as necessary
Participation is a classroom goal
If you are in class, you are engaged
Study time coerced
“optional” exercises no longer optional
Online homework less necessary
Individual attention
Promote collaboration
Better “results” ?????
How do you measure success?
Postmortem
Postmortem
Postmortem
Postmortem
Postmortem
Relative Frequency
Disliked
Liked
Neither
Postmortem
Relative Frequency
C
B
A
Postmortem
Relative Frequency
1
2
3
4
5
Postmortem
Relative Frequency
1
2
3
4
5
Postmortem
Relative Frequency
1
2
3
4
5
Postmortem
Inverted Classes
# of Cookies and Thank You Notes ☺
Previous
Classes
Fall
2013
Postmortem
Factors Possibly Affecting the Outcome
Objective issues (to be mitigated on redo)
• Missing “Do” in “Say-See-Do”
• Too little thought given to classroom activities
• Videos too long (average of 10 minutes)
Subjective issues
• Migration of better students to regular calculus
• Wishful thinking?
The 100 206 Hour Question
Will I do it yet again?
Q&A and Discussion
Thank You
johnburke.mathprof@gmail.com