LOOK BEFORE YOU FLIP! EXPLORING WAYS TO ACTIVATE STUDENTS
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ASSIGNMENT: WHY DOES THIS WORK?
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POTENTIAL DOWN-SIDES OF FLIPPING Students dont understand the
video no matter how many times they watch it. Students only hear
one interpretation of the material. Students lose formative
assessment feedback upon first exposure to material. Students
invent their own rules, which may not be mathematically sound.
Students dont know how to filter out (from text) unimportant
aspects. Students halfway watch the video, and expect others to
catch them up in class. Students lose the opportunity to discover
things gradually (if video gets to the punch line before the
student is ready). Curriculum is broken into discrete packages; big
picture may be lost.
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RECENT RESEARCH STUDENT OUTCOMES IN A FLIPPED UNDERGRADUATE
CALCULUS I COURSE Cyntreva Paige and Joseph Hunt In this study at a
large public university, students were enrolled in either a flipped
Calculus I course (n = 1475) or one with a more traditional lecture
format (n = 562). All students were given a Calculus Concept
Inventory (CCI) (Epstein, 2007) on the first and last day of class.
Using the CCI, student gains in flipped classes were compared to
those in traditional classes. Approximately half of the sections
had a common final exam and this exam was used as an additional
strategy for evaluating student outcomes. Although student
performance in individual sections varied slightly, there was no
difference in student outcomes between the flipped and traditional
classrooms.
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WAYS TO KEEP STUDENTS ACTIVE DURING LECTURE Think-pair-share
Take-it-from-here Notes with holes Student readers Moments of
silence Stand-up-and-stretch Incorporate music or art
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THE BOTTOM LINE
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THANK YOU FOR ATTENDING! S110 Look Before You Flip: Exploring
Ways to Activate Students Anne Vance Austin Community College
[email protected]. Michael McCarthy Austin Community College
[email protected]