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Professional Learning Community:�Flipping the Classroom: What, Why, How

January 29, 2016

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If you prefer telephone audio,

dial 1-866-244-8528 and enter PIN 862488

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Session Overview

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Session Overview

  • Focus on flipping the classroom
    • Major CRT model/theme since Year 1

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Session Overview

  • Focus on flipping the classroom
    • Major CRT model/theme since Year 1
    • Strong example of Course Redesign with Technology

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Session Overview

  • Focus on flipping the classroom
    • Major CRT model/theme since Year 1
    • Strong example of Course Redesign with Technology
    • Model is flexible, not prescriptive

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Session Overview

  • Focus on flipping the classroom
    • Major CRT model/theme since Year 1
    • Strong example of Course Redesign with Technology
    • Model is flexible, not prescriptive
    • Takes advantage of various forms of content

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Session Overview

  • Focus on flipping the classroom
    • Major CRT model/theme since Year 1
    • Strong example of Course Redesign with Technology
    • Model is flexible, not prescriptive
    • Takes advantage of various forms of content
    • Excellent for increasing student engagement

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Session Overview

  • Focus on flipping the classroom
    • Major CRT model/theme since Year 1
    • Strong example of Course Redesign with Technology
    • Model is flexible, not prescriptive
    • Takes advantage of various forms of content
    • Excellent for increasing student engagement
    • Excellent for increasing student ownership

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Bloom’s Taxonomy

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Bergmann, J. and Sams, A (2012) Flip your classroom: Reach every student in every class every day. Alexandria, VA, ASCD.

Image source: https://nextgenerationextensiondotcom.files.wordpress.com/2013/10/flippedclassroom.png

Bloom’s Taxonomy

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http://tiny.cc/flip-three-steps

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Hold students accountable

  • Ticket to enter: A task they must have completed and then turn ďż˝in to enter class.
  • Choose a side: Based on a reading, they “take a side” of the classroom.
  • Pass-the-problem cheat sheet: Each student can bring in one sheet of notes toward solving a problem that is then given in class.

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https://www.readability.com/articles/pnrpsusk, January 28, 2016

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Salman Khan, January 5, 2016

We view the virtual as something that can empower the physical — that if students can get lectures at their own time and pace, they can get exercises, they can have a platform, that doesn't mean that the classroom gets replaced; it means the classroom gets liberated. It doesn't have to be about a lecture anymore; students don't have to learn at the same time and pace. Classroom time could be much more about Socratic dialogue, building projects, whatever else.

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You and Flipping the Classroom

  1. Have not tried it; have not been interested
  2. Have not tried it; but am interested
  3. Have tried it but am new to it or in need of better ideas
  4. Have tried it for a while and seeing some benefits. Hoping to improve and sustain.
  5. Doing it and finding many positive results for students. �I plan to continue and go further.

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����Jane Dong, Ph.D.�California State University Los Angeles�jdong2@calstatela.edu

Flipping the Classroom Using Collaborative Project-Based Learning in Digital Engineering

Proven Course Redesign Campus Lead Award

2014-2015

2015-2016

����Nancy Warter-Perez, Ph.D.�California State University Los Angeles�nwarter@calstatela.edu

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Why did we flip EE244?

  • High dropout rate of Engineering students during first two years
  • Significant needs to enhance students design skills
  • Increase the student success rate in the gateway course in computer engineering

EE244: a freshman/sophomore Digital Engineering course without Calculus as pre-requisite; Meaningful design experiences can be integrated using a Field Programmable Gate Array (FPGA) platform which can be used to rapidly prototype digital circuits.

Our Pedagogy: Partially flipped classroom with Collaborative Project-based Learning (CPBL)

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Rethink the curriculum:

  • Essential concepts to cover in class
    • Concepts that can be learned independently

(Readings, videos)

    • Concepts that can be learned through projects
    • Optional concepts – could be deleted

Outside of the classroom

    • Guided pre-project activities
    • Video lectures/tutorials
    • Tablet & DyKnow supported interactive lectures (Lecture replay)

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Collaborative PBL Model

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Challenge:

How to ensure students with diverse background to achieve the expected learning outcome?

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NSF CCLI Project (2007), Nancy Warter-Perez (PI) and Jane Dong (Co-PI)

Pre-project exercise

In-class project

Group discussion

An effective structure to implement CPBL

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Leverage Technology: Video

Show Problem Solving Process

Video tutorial to show how to use Xilinx Software: with embedded video to show the actual FPGA board

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Leverage Technology: DyKnow

Student’s private notes

Instructor’s notes

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Impact on Student Learning

  • Faculty Observation: Students more engaged in learning
  • Focus Group: increased interest in engineering
  • Student Performance: non-success (DFW) rate reduced; stronger enrollment & better performance in subsequent course
  • Pre and post Survey

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Outcomes related to CPBL

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Summary and Reflection

The course redesign partially flipped the classroom of EE244 and helped to establish student-centered learning environment. With integration of CPBL, we go beyond the traditional lectures to foster students’ skills in engineering design, stimulate their interests in engineering, and improve teaching and learning efficiency by highly interactive instruction using a Tablet PC and Field Programmable Gate Array (FPGA) platform.

What Students Liked:

  1. Hands-on projects to connect theory with real world applications/problems;
  2. Accessibility of video or other online materials such as digital lecture notes
  3. Immediate help from instructor/TA
  4. Peer collaboration (think-pair-share)

Moving Forward:

  1. Enrich the in-class activities (problem solving, debugging, discussion, etc.);
  2. Incorporate SI or peer-mentoring

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Reflection (cont.)

  • Multiple ways to “flip” a classroom
  • Active learning is key!

Flipped classroom → more active learning

Useful Tips:

  • Set consistent expectation
  • Provide incentive for out-of-class learning activities
  • Design engaging in-class activities
            • Provide adequate support (scaffolding)
            • Frequent assessment and timely feedback

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CSU “Course Redesign with Technology”

  • System-wide initiative to reduce bottlenecks ďż˝(high enrollment, low success)
    • 22 courses identified 1
    • College algebra (Math 115) at the forefront of these
  • Nationally: Largest enrollment of any credit bearing mathematics course 2
    • National failure/withdrawal rate in 40-60% range
    • 2012-2013 AY: 30% repeatable grades
  • Traditionally Lecture-Based Instruction
  • Change Mindset of Students
    • Student Centered Learning

1.http://www.courseredesign.csuprojects.org

2. D. Small, “College Algebra: A Course In Crisis,” 20-May-2003.

Cherie Ichinose, PhD.

Mathematics Department

CSU Fullerton

cichinose@fullerton.edu

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Flipped Course Features

Online Modules

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Flipped Course Features

  • Pre-Assessment
  • Once student earn at least 75% accuracy on the online modules, they are given access to turn in the ticket in the door.
  • Students are to turn the ticket in the door online prior to class
  • Feedback is given and returned the next class period
  • Each student has the opportunity to present the ticket to the class

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Ticket in the Door

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Flipped Course Features

•Student-Centered

•Actively Engaged

•Groups of 4 – 6

•Students Present Word-Problems

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Mathematics Labs

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Achievement Results

On average, students in the flipped classes earned semester grades 7 % higher than those in the traditional classes.

*Statistically significant difference, α = .01 or better

Standardized assessment: 4 exams and final, all common across sections

Minimal selection bias: no indication of a flipped course during enrollment

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Achievement Results

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Goals and Advise

  • Longitudinal Study
  • Performance in Subsequent Mathematics courses
  • Expanding the Flipped model: pre-calculus, calculus for business, math for liberal arts
  • Expanded the Flipped model to a QM online course

Advice - Start Small

Quality over Quantity

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Thank you!

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Cherie Ichinose, PhD.

Mathematics Department

CSU Fullerton

cichinose@fullerton.edu

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