Click to add title A Busy Professor’s Guide to Sanely Flipping Your Classroom Dr. Cynthia Furse Electrical & Computer Engineering.

Click to add titleA Busy Professor’s Guide to Sanely Flipping Your Classroom

Dr. Cynthia FurseElectrical & Computer Engineering

Click to add titleTraditional ? Flipped ? Hybrid ? Technology Assisted ?• Click to add text

Click to add titleTraditional Classroom

• Factoids – Lecture, Textbook, Extra Resource Material• Questions – Lecture (a few), Peers/Study Groups, Office

Hours, Practice / Homework Review (TAs?)• Problem Solving Strategy / Practice -- Homework

Click to add title… And then they go home to do their homework.

The majority of UU Engineering Students Study Alone..

Click to add titleTraditional Classroom

What are the students DOING?

Click to add titleTechnology Assisted Classroom

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• Factoids – Lecture, Online Materials, Textbook• Questions – Lectures, Online Discussions, Peers/Study

Groups, Office Hours, Practice / Homework Reviews• Problem Solving – Homework, Online Discussions

Click to add titleHybrid Classroom

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• Factoids – Lecture + Online Materials, Textbook

• Questions – Lectures, Online Discussions, Peers/Study Groups, Office Hours, Practice / Homework Reviews

• Problem Solving – Homework, Online Discussions

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Click to add titleFlipping Your Classroom

Problem Solving

ClassroomLecture

Click to add titleFlipped Classroom

• Factoids –Online Lectures, Textbook• Questions – Lectures, Online Discussions, Peers/Study

Groups, Office Hours, Practice / Homework Reviews• Problem Solving – IN CLASS, Homework, Online

Discussions

In Class Problem SolvingVideo Lecture Before Class

Click to add titleFlipped Classroom

In Class Problem Solving& Discussion (Applications)

What are the students DOING?

Video Lecture Before Class

Click to add titleA Day in the Flipped Classroom

Video Lecture Before Class

Students watch video lectures night before.Most watch 1 time, some up to 3 times.Repeat segments as needed.Take notes.

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In Class

Whatever you Do, Do NOT Lecture …

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Portfolio Question for the day:WHAT is the Electric Field???Coulomb’s Law

Point, Line, Surface, Volume charge distributionsRectangular, Cylindrical, Spherical Coordinate systems

Quick Student-Driven Review / Recap (5min)

Answers are required for HW credit, they can use these notes on the exam

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Portfolio Question for the day:WHAT is the Electric Field???

Students:‘It goes from two charges, like from positive to negative’ …. Math … textbook pictures … equations …

Higher Level Understanding / Intuition (5-10min)

And then … Students / Teacher raise questions … How do you measure it? What does it do? How do we know it is there? What can we use it for?

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Higher Level Thinking Skills

Bloom’s Taxonomy (Updated)

http://ww2.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm

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Coulomb’s Law

• Define an Origin.• Write vector Rs from origin to Source

(charge)• Write vector Rp from origin to Field Point• Find vector from source to point

(Rsp=Rp-Rs)• Apply Coulomb’s Law• Sum or Integrate to find E at the point P

Problem 4.10Small Group Problem Solving (2-4min)

Click to add titleSmall Group Problem Solving (2-4min) Questions Arise!

Let’s talk about it. (Problem Solving Strategy)

NOW they know what they don’t know …

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Coulomb’s Law

Small Group Problem Solving (2-4min)And then do it again….Small Group Problem Solving (2-4min)

It’s a harder problem this time…

What’s the same, What is different?

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20

Point out other familiar resources (textbook), how to use them (apply), when to use them(analyze), where they came from (Evaluate)

Going Beyond ‘Equation Shopping’…

Click to add titleAnd the favorite part of my day … Applications (What Can You Create with this stuff? (5-10 min)


After Class

• Students Clean up Portfolio question (notes for exam)

• Finish homework (most problems were ‘set up’ in class, hard parts discussed).

• Many students re-watch all or parts of lecture videos.

• And … watch videos for tomorrow.

Click to add titleBloom’s Taxonomy & Dale’s Cone

http://www.learningandteaching.info/learning/myths.htm

Click to add titleChallenge ??How to Evaluate Higher Level Skills

3.(

Click to add titleThe Flipped Classroom – Student View

What do you LIKE about this LEARNING METHOD?What can go wrong??

Click to add titleThe Flipped Classroom – Students LIKE

Video lectures Easy to watch, Appealing, Repeat what you miss, Go at your own speed, On my own schedule, Make the book easier to understand‘Feel like you are at my shoulder’

In class Better understanding, answer questions, helps me

understand the homework, like the ‘real stuff’‘I don’t feel stupid asking questions’

Special needsHearing Impaired: Close CaptioningESL: Can speed up/ slow down the videosGender? Woman professor in engineering …

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Student Evaluation scores: 2007 2009 20102011*

Pre Yr1 Yr2 Yr3Overall this was an effective course 4.98 5.68 5.61 5.5Overall this was an effective instructor 5.13 5.85 5.82 5.4

In 2011 several course comments were clearly ‘out of place’ for this course, students mentioned they were confused about which course they were evaulating, and if they were evaluating the instructor or TA.

Course Evaluations

Click to add titleThe Flipped Classroom : What Can Go Wrong?

Video lectures 80-85% watch videos before class (what about the rest?)

‘Class is really confusing if you haven’t watched the videos’

Format? Accessibility? Content?In class

Balancing time between discussion (applications, intuitive understanding) and homework set up‘Do more/less of the homework in class’

Professor

Click to add titleA Professor’s Nightmare – The Empty Classroom

Click to add titleSANELY Flipping Your Classroom: Tasks

•Video Lectures

•Classroom -- Active Learning•Student Learning Strategies (Learn How to Learn)

•Exams & Grading•Resources

Click to add title Video Lectures: Possible Formats

In Front of Class (MIT)

White Board

Tablet PC

Hands Writing

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•Hardware :•Writing Stylus is essential•PC or (Soon) Tablet•Microphone (headset or tabletop)

•What to Write On?•Power Point , Word, Paint•Do you want to write over other video or software apps?

•Software for Video Capture•Snagit >> Camtasia•Ink2go

Video Lectures: Tablet PC

Click to add title Video Lectures: Where to Put them?

•Public or Link-only•Free•VERY commonly searched•Cannot be accessed at many jobsites

•UU Only or Public•Free to UU Faculty•Less commonly searched•Can be accessed by all UU students anywhere

Youtube.com

Eq.utah.edu/u

Click to add title A Word about Open Access …

Last 30 days Lifetime

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Click to add titleOpen Access International Impact

Click to add title Video Lectures: Planning Your Lectures

•What content? •How Long should they be?•What speed ?•How PRO should you go? •Be aware of copyrighted material

•WHAT are you trying to teach your students?•HOW will you teach each concept?•How will you KNOW what they know? (assessment)•How can you accommodate different learning styles?

Click to add title Video Lectures: Sanity???

•1 hour of class = about 20 minutes of video lecture•Takes me 1-2 hours to record and upload.•Easier to record 3-5 minute videos (if you mess up, you delete only a little and start over)•DON’T expect to be perfect, don’t re-record for every small mistake or um blip. (Give extra credit to find your mistakes.)•Extra examples, more detailed videos are often appreciated as complementary (but not required) watching•Start at the END of your class (last 1/3), and build forward each year. Or start with examples only.


•Video Lectures



Click to add title Video Lectures: Active Learning

• Class Time NEEDS active learning. • What Active Learning Strategies would you use?

Click to add title Video Lectures: Active Learning

•‘Are there any questions?’

•WHAT is the Electric Field???•(Discuss with your neighbors … Two minutes)

•Think-Pair-Share – NOW are there any questions?•Think Aloud Pair Problem Solving (Students as Teachers) •Group Problem Solving•Vote for the answer / Clickers

•Reference/ Resources: Richard Felder NCSU


•Video Lectures



Click to add title Video Lectures: Learning to Learn

•Imagine being a STUDENT (again!)

•What differences do you expect between Freshman and Juniors??

Click to add title Video Lectures: Learning to Learn

•TELL your students what you are doing, and why.•Practice makes perfect•Incentivize, but do not punish.•Invite questions, there are no stupid questions•Leave room for mistakes and learning•Assess yourself / your class constantly – Change things that aren’t working•LISTEN to your students. TALK to them.

•ENGAGEMENT is KEY to learning


•Video Lectures



Click to add title Video Lectures: Grading Strategies

Midterm I 75/100

Midterm II 42 / 100

Midterm III 95/100

Final Section I 65/100

Final Section II 85 / 100

Final Section III N/A !

Average: 85 %

Exams: Motivate Learning, Assess Success


Midterm I 75/100

Midterm II 42 / 100

Midterm III 95/100




Average: 85 %

Exams: Motivate Learning, Assess Success

Save Grading Time!


Midterm I 75/100

Midterm II 42 / 100

Midterm III 95/100




Average: 85 %

Real Life Freshman ECE1250 Intro Circuits


Homework

Extra Credit

Labs / Projects

Exams

Motivate Learning

‘Buy Forgiveness’Motivate AttentionAugment Learning

Augment Learning,Assess Success

Motivate Learning, Assess Success

Videos tell them what you want them to knowHomework helps them practiceExams tell you what they know

Click to add title Video Lectures: Check up!

• Formative Assessment:• Eeek! This is my first time teaching X! How’s it going?

• Ask them!

• How is the class going for you?• What can I do to help you learn better?• How many hours do you spend/where?• What can you do to improve your learning?


•Video Lectures



Click to add titleResources: Teach-Flip.utah.edu

Click to add title

Click to add title So Where Do We Go From Here?

• What is the optimal Role for the Professor?

• Are We becoming Dispensible, or Indispensible?


• Fully Online Versions? • Of MOOCs and Money ?

• Is Knowledge Worth Money, or is it the DEGREE we are paying for? • For Profit Education and the cost of a Degree ?

• Concurrent (High School) Enrollment?

• MIT• Stanford• Khan Academy•


• Opening Education to the World

Why Should They Come HERE?


• Electrical & Computer Engineering 2011-12

2 (TWO) 63

• Can We (Can I?) Impact the Gender Disparity?


•Can My Students Learn More? Can I Teach Them More?•Higher Level Thinking ?( How to Assess This???)•Retention – Does it mean the same thing ?•Learning Faster?•Learning Happier?

•What Can >I< LEARN???•What Do I WANT to Learn??

Click to add titleA Busy Professor’s Guide to Sanely

Flipping Your Classroom

‘Any Questions?’

Dr. Cynthia FurseElectrical & Computer Engineering

Teach-Flip.utah.edu

Click to add title A Busy Professor’s Guide to Sanely Flipping Your Classroom Dr. Cynthia Furse Electrical & Computer Engineering.

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