Flipping Math: Redesigning Developmental Math Courses for Success Broward College Presenters: Kelli Hammer, Professor and Developmental Ed. Coordinator.
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Flipping Math: Redesigning Developmental Math Courses for Success
Broward College Presenters:Kelli Hammer, Professor and Developmental Ed. Coordinator of MathematicsAlan Lebovitz, Associate Dean of Mathematics – North CampusJoyce Nemeth, Associate Dean of Mathematics – South Campus
Workshop Overview
Broward College - who we are
Why Math Redesign/flipped model?
Evolution and implementation of our flipped model
Specifics of BC’s flipped model – Facilitation, Standardization, Assessment
Evidence of success
Broward College
Third largest of 28 colleges in the Florida College System
Three major campus with six centers throughout the county
Over 67,000 students enrolled annually
Diverse student body
Certificates, associate degrees and select bachelor’s degrees
#3 in nation in associate degrees awarded to minority students
In the past, ~65% begin in developmental education (more than half in math). Starting in January 2014, changes in state law allow the majority of students to bypass developmental courses.
Why Math Redesign? Math is the #1 obstacle for students. Students beginning in lowest
level are seven times less likely to graduate than students who begin in college-level math
Path includes three math classes before a college level math course: Development Math I (Pre-Algebra), Developmental Math II (Elementary Algebra), Intermediate Algebra
In 2008, mathematics faculty and Associate Deans met to discuss how to redesign our developmental math classes to enhance student success
Main inspiration came from Beyond Crossroads, which emphasized the idea of “flipping the classroom”
Change classes from instructor-based lecture to classes in which the students are actively engaged in the learning process with peer learning
Why Math Redesign? Faculty attended conferences and visited other colleges to learn
about various redesign and/or emporium models of instruction and concluded:o students learn by doing
o students work better collaboratively
o attention spans aren’t what they used to be
Used what they learned and the flipped classroom idea to adopt new model with:o video mini lectures
o in-class, collaborative assignments in the form of worksheets
o homework assignments to be completed online
Why Math Redesign? This model was adopted for the three courses in the pre-general
education math pathway and college algebra
Goal of acceleration was added
Classes were designed to meet four days a week during two 8-week sessions (Sessions 2 and 4) as opposed to the traditional two days a week classes during a 16-week semester
This allowed students to complete two courses in a single semester
Evolution of Math Redesign Initial pilot phase was from Fall 2009 through Winter 2012 (six
major semesters) First year included software trials before agreeing on ALEKS.
Faculty piloted various homework management systems (HMS)
Each campus and instructor used at least two different systems over a 1-year pilot
ALEKS was selected unanimously as the permanent HMS.
During the second and third years, faculty developed standardized course shells (formerly Blackboard, currently Desire2Learn) containing common:
Syllabi Classwork
Course pacing Tests
Video lecture sources Grading system/point distribution
Lecture/class notes ALEKS content
Evolution of Math RedesignProgram was scaled up starting in Fall 2012 with a 151%
increase in course offerings from the previous Fall semester (35 to 88). The total number of sections for the current Fall semester is 126.
During the scale-up period, faculty continued to update course shells and meet on a regular basis to discuss and implement improvements
Faculty are now encouraged to personalize the daily lecture, worksheets and/or tests to “make the class their own”
Implementation and Logistics
Initially, the only faculty who taught flipped redesign classes were the ones who were involved in its development
In subsequent semesters, additional faculty were recruited by the Associate Deans on all campuses to participate, starting with a mentor/mentee program
These faculty observed multiple flipped redesign classes to witness first-hand the implementation of the program
Expanded by having the Associate Deans personally invite faculty to teach flipped redesign classes
Implementation and Logistics
Multiple training sessions on all campuses assisted faculty with the transition into this modality, including the use of ALEKS, course shells and proper classroom implementation
Informal observations conducted by Associate Deans and faculty mentors to assure that the model was being followed correctly
Meetings with Associate Deans and faculty mentors to address faculty concerns and correct deviations from the model
Implementation and Logistics Originally, faculty were scheduled to teach the same course in
both sessions to make it easier for faculty to adjust to the new modality
Changed to scheduling sequential courses in consecutive sessions to allow students who passed the first course to move seamlessly into the second course
Registration in the second course of a two course cohort is restricted so all students enrolled in the first course can register for the second
Most meet four days a week but some are now scheduled for two days a week to meet students’ and faculty needs
Additional standalone classes were added as needed
Implementation and LogisticsSample Scheduling
Course Session Instructor Start Time End Time Days
Pre-Algebra 2 Hammer 12:30 PM 1:45 PM MTWRElem. Algebra 4 Hammer 12:30 PM 1:45 PM MTWR
Elem. Algebra 2 Lucke 11:00 AM 12:15 PM MTWRInterm. Algebra 4 Lucke 11:00 AM 12:15 PM MTWR
Interm. Algebra 2 Castillo 2:00 PM 3:15 PM MTWRCollege Algebra 4 Castillo 2:00 PM 3:15 PM MTWR
Elem. Algebra 2 Macfarlane 6:30 PM 9:15 PM MWInterm. Algebra 4 Macfarlane 6:30 PM 9:15 PM MW
College Algebra 2 Amato 9:30 AM 10:45 AM MTWR
Elem. Algebra 4 Mancini 9:30 AM 10:45 AM MTWR
BC’s “Flipped” Method - Facilitation
Instructors are facilitators of learning rather than traditional lecturers
Brief videos are shown or mini lectures are conducted
Students do a classwork assignment each day to reinforce the skill(s) just learned. Approximately 40% of class time is spent on worksheets
Students work collaboratively with their peers and receive assistance from the instructor
Students use technology to do their homework. This allows the faculty to monitor students’ progress and use intervention strategies.
BC’s “Flipped” Method - Standardization
Syllabus, course schedule and pacing, daily lessons, class work, grading system (samples in your handout)
This ensures all students, no matter the instructor, will receive the same quality and quantity of instruction
Curriculum of each course is consistent and matches our Broward College outlines to guarantee coverage of all of the Developmental Education Florida State Competencies
BC’s “Flipped” Method - AssessmentClass work is graded and returned to students at the
next class meeting. Commonly missed questions are reviewed
ALEKS provides immediate feedback on each question and continuously reassesses students at various intervals
Students are assessed and graded using a variety of methods which helps the “poor test-taker”
The developmental and gateway courses have college-wide departmental cumulative final exams
BC’s “Flipped” Method - Bonuses Students are more active learners
Readiness levels are verified in initial assessment in ALEKS
ALEKS is personalized, based on mastery, and has remediation built in
In ALEKS, students work towards goal completion and visualize their progress, not just “do homework”
Units in ALEKS are cumulative so students can run but not hide from a topic a/k/a “roll-over minutes”
Students are exposed to the necessary study habits to be successful in a math course
Textbook is not required, so students save money
Evidence: Are pass rates higher? Yes, significantly higher (p << .001)!
Pre-Alg Beg. Alg. Int. Alg Col. Alg0%
10%
20%
30%
40%
50%
60%
70%
56%
41%
50%
59%66%
50%
62%66%
Course Pass Rates (ABC) 2013 & 2014 Academic Years
TraditionalFlipped
n=1988n=12023n=4989
n=3565n=14399
n=2748n=15350
n=1326
Evidence: Are withdraw rates lower? Yes, significantly higher (p < .005)!
Pre-Alg Beg. Alg. Int. Alg Col. Alg0.0%
2.0%
4.0%
6.0%
8.0%
10.0%
12.0%
14.0%
16.0%
10.9%
12.9%
15.5% 15.6%
8.9% 9.4% 9.3%10.6%
Course Withdraw Rates 2013 & 2014 Academic Years
TraditionalFlipped
n=1988n=12023n=4989
n=3565n=14399
n=2748n=15350
n=1326
Evidence: Are subsequent course pass rates higher?
Yes, significantly higher (p < .05), except for College Alg.
Pre-Alg Beg. Alg. Int. Alg Col. Alg-10%
0%
10%
20%
30%
40%
50%
60%
70%
43%
54%
63%
50%51%
65% 67%
51%
Subsequent Course Pass Rates (ABC) within next two major terms 2013 Academic Year
TraditionalFlipped
n=605n=2754n=1781
n=846n=3471
n=874n=4465
n=443
Things we didn’t expect Faculty are opting to use the flipped modality to teach 16-week,
semester long classes Offering additional courses in two 8-week cohorts Students are requesting classes and instructors that use the
flipped modality Recent changes in Florida law require that all developmental
courses be offered as accelerated, modularized, contextualized or have a college-level co-requisite. The law also allows ~75% of students to skip or ignore placement and take Intermediate Algebra Math Redesign classes are now 100% of Pre-Algebra and Beginning
Algebra sections Use of ALEKS college-wide in Intermediate Algebra allows students
with deficient skills to learn prerequisite material to be successful
Questions?Kelli Hammer – khammer@broward.eduAlan Lebovitz – alebovit@broward.eduJoyce Nemeth – jnemeth@broward.edu
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