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Inverting the classroom, improving student learning

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Robert Talbert

The document discusses the concept of the inverted classroom model, which shifts learning from traditional lecture-based methods to an approach where students engage with content outside of class and participate in assimilation activities during class. It outlines the phases of learning, the cognitive challenges posed by traditional models, and case studies showcasing the implementation of these techniques in courses like MATLAB programming. Additionally, it provides tools and practices for effective application, highlighting positive impacts on students' learning experiences.

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INVERTING
THE
 CLASSROOM,
 IMPROVING
STUDENT
 LEARNING Robert
Talbert,
Ph.D. Department
of
Mathematics
and
Computing Franklin
College 30
March
2011
Robert
Talbert,
PhD Associate
Professor
of
Mathematics
and
Computing
Science Franklin
College rtalbert@franklincollege.edu Blog:
http://castingoutnines.wordpress.com
 Twitter:
@RobertTalbert YouTube:
http://www.youtube.com/RobertTalbertPhD
AGENDA
AGENDA • Two
phases
of
learning,
and
the
 traditional
classroom
model
AGENDA • Two
phases
of
learning,
and
the
 traditional
classroom
model • The
concept
of
the
inverted
 classroom
model
AGENDA • Two
phases
of
learning,
and
the
 traditional
classroom
model • The
concept
of
the
inverted
 classroom
model • Implementation
case
studies
AGENDA • Two
phases
of
learning,
and
the
 traditional
classroom
model • The
concept
of
the
inverted
 classroom
model • Implementation
case
studies • Tools
and
practices
for
the
 inverted
classroom
AGENDA • Two
phases
of
learning,
and
the
 traditional
classroom
model • The
concept
of
the
inverted
 classroom
model • Implementation
case
studies • Tools
and
practices
for
the
 inverted
classroom • Short‐
and
long‐term
effects
of
 the
inverted
classroom
TWO PHASES OF LEARNING AND THE TRADITIONAL CLASSROOM
Human
learning
takes
place
in
two
phases:
Human
learning
takes
place
in
two
phases: TRANSMISSION
Human
learning
takes
place
in
two
phases: TRANSMISSION ASSIMILATION
Human
learning
takes
place
in
two
phases: TRANSMISSION ASSIMILATION Lectures, reading
Human
learning
takes
place
in
two
phases: TRANSMISSION ASSIMILATION Lectures, reading Homework, lab work, cooperative learning, projects
Assimilation
>>
Transmission
from
a
cognitive
standpoint Bloom
(1956)
Assimilation
>>
Transmission
from
a
cognitive
standpoint TRANSMISSION Bloom
(1956)
Assimilation
>>
Transmission
from
a
cognitive
standpoint ASSIMILATION TRANSMISSION Bloom
(1956)
Potentially serious issue with the traditional model
Potentially serious issue with the traditional model
Potentially serious issue with the traditional model
COGNITIVE
 Potentially serious issue LOAD with the traditional model
COGNITIVE
 Potentially serious issue LOAD with the traditional model ACCESSIBILITY
 OF
HELP
Inverting the classroom, improving student learning
Students
have
the
GREATEST
accessibility
to
 expert
learner/content
domain
expert
during
the
 tasks
of
LOWEST
cognitive
complexity.
Students
have
the
GREATEST
accessibility
to
 expert
learner/content
domain
expert
during
the
 tasks
of
LOWEST
cognitive
complexity. Students
work
on
tasks
of
GREATEST
cognitive
 complexity
and
DEEPEST
learning
when
 instructor
is
LEAST
accessible.
Students
have
the
GREATEST
accessibility
to
 expert
learner/content
domain
expert
during
the
 tasks
of
LOWEST
cognitive
complexity. Students
work
on
tasks
of
GREATEST
cognitive
 complexity
and
DEEPEST
learning
when
 instructor
is
LEAST
accessible. False
sense
of
mastery
Students
have
the
GREATEST
accessibility
to
 expert
learner/content
domain
expert
during
the
 tasks
of
LOWEST
cognitive
complexity. Students
work
on
tasks
of
GREATEST
cognitive
 complexity
and
DEEPEST
learning
when
 instructor
is
LEAST
accessible. False
sense
of
mastery Disengagement
Students
have
the
GREATEST
accessibility
to
 expert
learner/content
domain
expert
during
the
 tasks
of
LOWEST
cognitive
complexity. Students
work
on
tasks
of
GREATEST
cognitive
 complexity
and
DEEPEST
learning
when
 instructor
is
LEAST
accessible. False
sense
of
mastery Disengagement Academic
dishonesty
Students
have
the
GREATEST
accessibility
to
 expert
learner/content
domain
expert
during
the
 tasks
of
LOWEST
cognitive
complexity. Students
work
on
tasks
of
GREATEST
cognitive
 complexity
and
DEEPEST
learning
when
 instructor
is
LEAST
accessible. False
sense
of
mastery Disengagement Academic
dishonesty Shallow
learning
Why is the traditional classroom model traditional?
Why is the traditional classroom model traditional?
COGNITIVE
 LOAD ACCESSIBILITY
 OF
HELP
COGNITIVE
 LOAD ACCESSIBILITY
 OF
HELP
COGNITIVE
 ACCESSIBILITY
 LOAD OF
HELP
THE INVERTED CLASSROOM MODEL
By
“inverting”
the
classroom
we
mean: TRANSMISSION ASSIMILATION In class Outside of class
By
“inverting”
the
classroom
we
mean: ASSIMILATION TRANSMISSION In class Outside of class
By
“inverting”
the
classroom
we
mean: ASSIMILATION TRANSMISSION In class Outside of class
TRANSMISSION
BEFORE
 CLASS: TRANSMISSION
BEFORE
 CLASS: TRANSMISSION
BEFORE
 CLASS: TRANSMISSION
BEFORE
 CLASS: TRANSMISSION
BEFORE
 CLASS: TRANSMISSION
IN
CLASS:
IN
CLASS:
The
basic
inverted
classroom
workflow
The
basic
inverted
classroom
workflow GIVEN: Print/video resources for basic information List of clearly-stated learning objectives Exercises on basic skills
The
basic
inverted
classroom
workflow GIVEN: Print/video resources for basic information List of clearly-stated learning objectives Exercises on basic skills On to the next topic Viewing/reading for Guided practice for basic information basic skills INTO THE CLASS MEETING Quiz ASSIMILATION (to reinforce individual Further problems/HW PROBLEMS mastery)
CASE STUDY: COMPUTER TOOLS FOR PROBLEM SOLVING
CMP
150:
Computer
Tools
for
Problem
Solving Franklin
College 1‐credit
intro
to
MATLAB
and
programming
for
students
going
 on
to
Calculus
III
and
Linear
algebra
CMP
150:
Computer
Tools
for
Problem
Solving Franklin
College 1‐credit
intro
to
MATLAB
and
programming
for
students
going
 on
to
Calculus
III
and
Linear
algebra !"#$"%&$'"()*$"+%#,%&$-.'/)"%(&#),&)% '()*+,(-,.//0)-$ %&#$ 0)1,($1($23$ 40,51*56/6516,$277$ !"#$
CMP
150:
Computer
Tools
for
Problem
Solving Franklin
College 1‐credit
intro
to
MATLAB
and
programming
for
students
going
 on
to
Calculus
III
and
Linear
algebra !"#$"%&$'"()*$"+%#,%&$-.'/)"%(&#),&)% !"#$%&'$('&)*+,-)&')"./-0'!12314' 5$*%&,'")'6%"-.7/-'8$77,0,' (" '" &" '()*+,(-,.//0)-$ %&#$ 0)1,($1($23$ %" $" 40,51*56/6516,$277$ !"#$ #" !" )*+," 56678,9" -./0,1.234" 56678,9" <7,1,=/.+@" A/0,+" -./0,1.234" -./0:"%;$" <9*3.2?=" -./0:"=?/" <9*3.2?=" <=>8=,,+8=>" ,=>8=,,+8=>"
CMP
150:
Computer
Tools
for
Problem
Solving Franklin
College 1‐credit
intro
to
MATLAB
and
programming
for
students
going
 on
to
Calculus
III
and
Linear
algebra !"#$"%&$'"()*$"+%#,%&$-.'/)"%(&#),&)% !"#$%&'$('&)*+,-)&')"./-0'!12314' 5$*%&,'")'6%"-.7/-'8$77,0,' (" '" &" '()*+,(-,.//0)-$ %&#$ 0)1,($1($23$ %" $" 40,51*56/6516,$277$ !"#$ #" !" )*+," 56678,9" -./0,1.234" 56678,9" <7,1,=/.+@" A/0,+" -./0,1.234" -./0:"%;$" <9*3.2?=" -./0:"=?/" <9*3.2?=" <=>8=,,+8=>" ,=>8=,,+8=>" Liberal
arts
focus:
Lifelong
learning,
intellectual
self‐ feeding,
problem
solving,
technical
analysis
of
problems
Tools
for
work
in
CMP
150
Tools
for
work
in
CMP
150 Guided
Practice Overview List
of
competencies Screencast
links Tasks
to
perform
Tools
for
work
in
CMP
150 Guided
Practice Overview List
of
competencies Screencast
links Tasks
to
perform Clicker
quiz
Tools
for
work
in
CMP
150 Guided
Practice Overview List
of
competencies Screencast
links Tasks
to
perform Clicker
quiz Lab
Problem
Sets
Tools
for
work
in
CMP
150 Guided
Practice Overview List
of
competencies Screencast
links Tasks
to
perform Clicker
quiz Lab
Problem
Sets Also:
Student
projects,
final
exam
A
week
in
the
life
of
CMP
150 Lab Problem Set from Wednesday due by 11:00 PM One task from QUIZ at beginning of class New Guided Guided Practice LAB PROBLEM SETS during class Practice assigned due ROUGH DRAFT due at end of class rs s s s on n t ed ed i e Sa u Fr Su Tu M Th W W Watch screencasts Finish GP tasks, rewatch screencasts, and work GP tasks office hours/email Example of a typical cycle at the class blog
CASE STUDY: CALCULUS III
Problem:
Train
students
on
MATLAB
3D
visualization
 functionality
without
taking
up
too
much
class
time.
Problem:
Train
students
on
MATLAB
3D
visualization
 functionality
without
taking
up
too
much
class
time.
TOOLS AND PRACTICES FOR THE INVERTED CLASSROOM
Video
podcast
/
screencast
creation
Video
podcast
/
screencast
creation Jing
Video
podcast
/
screencast
creation Jing Camtasia
Video
podcast
/
screencast
creation Jing Camtasia WACOM
tablet
Video
podcast
/
screencast
creation Jing Camtasia WACOM
tablet Keynote
Pre‐existing
video
resources
Pre‐existing
video
resources
Pre‐existing
video
resources
Pre‐existing
video
resources
Video
hosting
and
access
Video
hosting
and
access
Video
hosting
and
access
Video
hosting
and
access
CREATING EFFECTIVE GUIDED PRACTICE
CREATING EFFECTIVE GUIDED PRACTICE • Givestudents a sense of what’s ahead and where it fits with what they know
CREATING EFFECTIVE GUIDED PRACTICE • Givestudents a sense of what’s ahead and where it fits with what they know • Organize around minimal amount of important ideas
CREATING EFFECTIVE GUIDED PRACTICE • Givestudents a sense of what’s ahead and where it fits with what they know • Organize around minimal amount of important ideas • Give sufficient but not onerous amount of out-of-class work
CREATING EFFECTIVE GUIDED PRACTICE • Givestudents a sense of what’s ahead and where it fits with what they know • Organize around minimal amount of important ideas • Give sufficient but not onerous amount of out-of-class work • Set up clear competencies to master by class time
CREATING EFFECTIVE GUIDED PRACTICE • Givestudents a sense of what’s ahead and where it fits with what they know • Organize around minimal amount of important ideas • Give sufficient but not onerous amount of out-of-class work • Set up clear competencies to master by class time • Design small number of tasks that guide through those competencies
QUIZZES
QUIZZES • Short, inexpensive
QUIZZES • Short, inexpensive • Purpose: Individual accountability
QUIZZES • Short, inexpensive • Purpose: Individual accountability • Clickers allow instant feedback and grading that can be addressed right away in the class
CMP 150 Quiz for March 16
Instructions • This quiz consists of 4 multiple choice questions and one short answer question. • Use the clickers to answer the multiple choice questions and the notecard to respond to the short answer question. • You will have up to one minute to answer each multiple choice question. • You may use MATLAB at any time, although it will take less time to answer conceptually.
Question 1 What should go in the blank in order to have the FOR loop start the counter at 0, increment by 20, and end at 100? for
i
=
_____________ (A) linspace(0,
100,
20) (B) 0:5:100 (C) 0:20:100 (D) 0:100:20 (E) 20:0:100
Question 2 What MATLAB term always ends a FOR loop? (A) END (B) FINISH (C) ROF (D) STOP (E) No ending term is necessary
Question 3 The code on the left constructs a vector v. What does MATLAB return if you type v(3) after running the code? v = [ ]; (A) 0 for i = 0:2:10 (B) 3 v = [v i]; end (C) 4 (D) 6 (E) An error message
Question 4 sum = 0; What is the value of sum for i = 2:1:10 after running the code on if isprime(i) the left? sum = sum + 1; (A) 0 end end (B) 4 Reminder: ISPRIME(n) is 1 if (C) 10 n is a prime number and 0 otherwise. (D) 17 Prime numbers less than 20: (E) An error message occurs 2, 3, 5, 7, 11, 13, 17, 19.
Question 5 (Short Answer; 1 point) What’s one question you have remaining after this week’s videos, Guided Practice, and Quiz? Write your question down on the notecard along with your name.
IMPACT ON STUDENTS
RESPONSES
FROM
CMP
150
ALUMNI
SURVEY,
 FALL
2010
RESPONSES
FROM
CMP
150
ALUMNI
SURVEY,
 FALL
2010 How
to
solve
a
problem
by
writing
an
 algorithm
and
how
to
think
about
a
 problem
logically.
 Being
able
to
use
the
help
in
MATLAB
 effectively.
I
never
used
the
help
section
 in
a
program
before.

RESPONSES
FROM
CMP
150
ALUMNI
SURVEY,
 FALL
2010 How
to
solve
a
problem
by
writing
an
 algorithm
and
how
to
think
about
a
 problem
logically.
 Being
able
to
use
the
help
in
MATLAB
 effectively.
I
never
used
the
help
section
 in
a
program
before.
 I
learned
that
discovering
things
on
my
own
 is
generally
more
beneficial
than
having
 things
spelled
out.

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
Motivated Strategies for Learning Questionnaire* Please rate the following items based on your behavior in this class. Your rating should be on a 7 - point scale where 1= not at all true of me to 7=very true of me . 1. I prefer class work that is challenging so I can learn new things. 2. Compared with other students in this class I expect to do well 3. I am so nervous during a test that I cannot remember facts I have learned 4. It is important for me to learn what is being taught in this class 5. I like what I am learning in this class 6. I’m certain I can understand the ideas taught in this course 7. I think I will be able to use what I learn in this class in other classes 8. I expect to do very well in this class 9. Compared with others in this class, I think I’m a good student 10. I often choose paper topics I will learn something from even if they require more work 11. I am sure I can do an excellent job on the problems and tasks assigned for this class 12. I have an uneasy, upset feeling when I take a test Pilot
study:
Current
CMP
150
class,
pre/post
test
with
 13. I think I will receive a good grade in this class 14. Even when I do poorly on a test I try to learn from my mistakes MSLQ;
preliminary
data
in
May
2011 15. I think that what I am learning in this class is useful for me to know 16. My study skills are excellent compared with others in this class 17. I think that what we are learning in this class is interesting
FOR MORE INFORMATION
Cannod, G., Burge, J., and Helmick, M. “Using the inverted classroom to teach software engineering”. http://drcmia.ohiolink.edu/bitstream/handle/2374.MIA/ 206/fulltext.pdf Lage, M. J.,Platt, G. J. & Treglia, M. “Inverting the classroom: A gateway to creating an inclusive learning environment”. Journal of Economic Education, 30(1): 2000. McShea, J. “The Inverted Classroom”, http:// www.hg2s.com/blog/tag/inverted-classroom/ McDaniel, S., forthcoming article in Journal of Developmental Education
http://blog.ted.com/2011/03/09/lets-use-video-to-reinvent- education-salman-khan-on-ted-com/
Inverting the classroom, improving student learning

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Inverting the classroom, improving student learning

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