Flipped class freedman_20121026

Flipping the Classroom:Clickers are Primary,

Lectures are Secondary

Roger FreedmanUniversity of California, Santa Barbara

airboy@physics.ucsb.edu

Flipping the Classroom:Clickers are Primary,

Lectures are Secondary

Roger FreedmanUniversity of California, Santa Barbara

airboy@physics.ucsb.edu

Traditional course structureTraditional course structure1. Instructor interacts with students primarily by giving a lecture.

Source: Futurama

Traditional course structureTraditional course structure1. Instructor interacts with students primarily by giving a lecture.

Source: Futurama

Traditional course structureTraditional course structure

Source: Flickr user Earls37a

1. Instructor interacts with students primarily by giving a lecture.

2. There is limited time during the lecture for interactive exercises.

Source: Futurama

Student learning gainsStudent learning gains

g=post-test% − pre-test%

100 − pre-test%Class learning gain:

Student learning gainsStudent learning gains

g=post-test% − pre-test%

100 − pre-test%Class learning gain:

Richard Hake, Indiana U., American Journal of Physics 1998 66, 64

Student learning gainsStudent learning gains

g=post-test% − pre-test%

100 − pre-test%Class learning gain:

i>clickers*

i>clickers + exercises*

* U. of Colorado (Stephanie Chasteen et al.)

Richard Hake, Indiana U., American Journal of Physics 1998 66, 64

Traditional course structureTraditional course structure

Source: Flickr user Earls37a

Source: Grand Comics Database

3. Students can’t go back in time to replay the lecture or review

portions that they missed.

1. Instructor interacts with students primarily by giving a lecture.

2. There is limited time during the lecture for interactive exercises.

Source: Futurama

Traditional course structureTraditional course structure

Source: UCSB Photographic Services

1. During the lecture, students think they understand the material.

Traditional course structureTraditional course structure

Source: UCSB Photographic Services

Source: Microsoft/iStockphoto

1. During the lecture, students think they understand the material.

2. They then go home to try to do the homework…

Traditional course structureTraditional course structure

Source: UCSB Photographic Services

Source: Microsoft/iStockphoto

1. During the lecture, students think they understand the material.

Source: Microsoft/iStockphoto

3. …where they discover that they don’t really understand the material after all.

2. They then go home to try to do the homework…

“Flipped” course structure“Flipped” course structureSolution: Use the power of video!

Source: Grand Comics Database

“Flipped” course structure“Flipped” course structureSolution: Use the power of video!

Have students view the lecture before coming to class — a video podcast

Source: Grand Comics Database

“Flipped” course structure“Flipped” course structureSolution: Use the power of video!

Have students view the lecture before coming to class — a video podcast

Source: Grand Comics DatabaseJonathan Bergmann and Aaron Sams, Woodland Park H.S., CO

“Flipped” course structure“Flipped” course structureSolution: Use the power of video!

Instructor can then devote class time to:• interactive exercises• student work• demonstrations (for science classes)• providing guidance to students

Have students view the lecture before coming to class — a video podcast

Source: Grand Comics Database

Source: Microsoft/iStockphoto

Jonathan Bergmann and Aaron Sams, Woodland Park H.S., CO

Note:This is not a “telecourse”

Note:This is not a “telecourse”

Prof. Harvey White, UC Berkeley

NBC’s Continental Classroom (1958-1963)6:00-7:00 a.m.Peabody Award, 1958

“Flipped” course structure“Flipped” course structure

Source: Microsoft/iStockphoto

1. Instructor records a lecture using a webcam, then publishes it on the Web.

“Flipped” course structure“Flipped” course structure

Source: Microsoft/iStockphoto

1. Instructor records a lecture using a webcam, then publishes it on the Web.

A Panopto lectureA Panopto lecture

“Flipped” course structure“Flipped” course structure

Source: Microsoft/iStockphoto

1. Instructor records a lecture using a webcam, then publishes it on the Web.

2. Before coming to class, students view the online lecture and pose questions to the instructor.

Source: Microsoft/iStockphoto

Actual student questionsActual student questions

“Flipped” course structure“Flipped” course structure

Source: Microsoft/iStockphoto

3. In class, instructor clarifies points raised by the students…

1. Instructor records a lecture using a webcam, then publishes it on the Web.

2. Before coming to class, students view the online lecture and pose questions to the instructor.

Source: Flickr user sarahjanenyc1

Source: Microsoft/iStockphoto

Physics Mailbag

Q1. I don’t understand how in adiabatic processes if there is no heat flow in or out, the temperature can still change?

Q2. I know that W = –(U2 – U1) for adiabatic process, and this makes W = nCV(T1 – T2), but if the gas is cooling and decreasing in temperature, wouldn't it also decrease in volume, making work negative because W = p(V2 – V1)?

Q3. In a mechanical engine, such as a car engine, would the engine be 100% efficient if friction didn't exist?

2. Why do we only use an integral to calculate the moments of inertia for spheres or cylinders and not other shapes?

“Flipped” course structure“Flipped” course structure

Source: Microsoft/iStockphoto

3. In class, instructor clarifies points raised by the students…

1. Instructor records a lecture using a webcam, then publishes it on the Web.

2. Before coming to class, students view the online lecture and pose questions to the instructor.

Source: Microsoft/iStockphoto

Source: Flickr user sarahjanenyc1

Source: Flickr user sarahjanenyc1

4. …and hasstudents spendclass time on exercises and clicker questions.

Q12.x1

A. the same acceleration and the same orbital period.

B. 1/2 the acceleration and 1/2 the orbital period.

C. 1/4 the acceleration and 1/4 the orbital period.

D. 1/4 the acceleration and the same orbital period.

E. none of the above.

You put your spacecraft into a circular orbit around the forest moon of Endor, which has 1/2 the radius of Earth and has 1/4 the Earth’s mass. Compared to being in an orbit of the same size around Earth, when in orbit around the forest moon of Endor your spacecraft will have

A question for you:

QuickTime™ and a decompressor

are needed to see this picture.

0

0.5

1

1.5

2

0 2 4 6 8

ABCDE

RT3.x1

A

B

C

D

E

A ranking task

Five identical objects, A through E, are launched simultaneously from the ground. Air resistance can be ignored. Rank them in order of when they hit the ground, from first to last.

Enter your answer using your i>clicker2, with no spaces. (Example: ABCDE)

y (m)

x (m)

rv2

1

2A

A problem for you

An object moves on a curved path as shown. It speeds up as it moves from point 1 to point 2.

• Draw the vector(the change in velocity from point 1 to point 2)• Draw the average acceleration vector

for the time interval from 1 to 2. This is an estimate of the direction of the instantaneous acceleration vector at point A, midway between points 1 and 2.

Δrv =

rv2 −

rv1

ra =Δ

rv Δt

rv1

A problem for you

A particle of mass m is free to move along the x–axis. The only force on the particle is a conservative force given by the potential energy function

In this expression and are positive constants.• Find the points at which the particle is in equilibrium.• Determine which of the points of equilibrium are stable and which are unstable.

U x( ) =14x4 −

12x2

Physics

Exercise

TimeTolasana

Student responsesStudent responsesPremed physics class, Winter 2011Panopto lectures vs. traditional lectures:

Much prefer Panopto

Prefer Panopto slightly

Panopto = traditional

Prefer traditional slightly

Much prefer traditional

Student responsesStudent responsesPremed physics class, Winter 2011Panopto lectures vs. traditional lectures:

Much prefer Panopto

Prefer Panopto slightly

Panopto = traditional

Prefer traditional slightly

Much prefer traditional

All more than once

Some more than once

None more than once

Views per lecture:

Student learning gainsStudent learning gains

g=post-test% − pre-test%

100 − pre-test%Class learning gain:

i>clickers*

* U. of Colorado (Stephanie Chasteen et al.)

Richard Hake, Indiana U., American Journal of Physics 1998 66, 64

Algebra-based W11

Calculus-based W12 #1 Calculus-based

W12 #2

Try flipping YOUR class!Try flipping YOUR class!

Source: Grand Comics Database