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The inverted classroom in a large enrolment introductory physics course: a case study

The inverted classroom in a large enrolment introductory physics course: a case study. Ross Galloway School of Physics & Astronomy University of Edinburgh. Acknowledgements. The Physics 1A Course Team: Simon Bates, Richard Massey, Will Hossack & John Loveday

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The inverted classroom in a large enrolment introductory physics course: a case study

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  1. The inverted classroom in a large enrolment introductory physics course: a case study Ross Galloway School of Physics & Astronomy University of Edinburgh

  2. Acknowledgements The Physics 1A Course Team: Simon Bates, Richard Massey, Will Hossack & John Loveday Workshop heads of class and Teaching Assistants Secretaries and Technicians

  3. Outline • Motivation • What we did • What happened • What the students thought • Some personal reflections

  4. Motivation: the Traditional Classroom

  5. Motivation: the Inverted Classroom • Move information transfer out of the classroom. • Devote in-class learning time to higher level activities.

  6. Motivation: the Inverted Classroom

  7. Week n Peer Instruction Lectures Hand-in Assignment Week n + 1 Workshops What we did: Physics 1A Course Structure Week n - 1 Personal Reading Q6: “What I still don’t understand is…” Online Reading Quiz

  8. What happened • Students (mostly) did the reading! • Students (mostly) did the quiz! • Students (mostly) came to lectures!

  9. Students (mostly) did the quiz!

  10. Students (mostly) did the reading!

  11. Students (mostly) came to lectures!

  12. What happened

  13. What happened: diagnostic test results

  14. What happened: repeatability Course Average Diagnostic PI gain test gain Physics 1A, 2011-12 0.45 0.52 Physics 1B, 2011-12 0.42 - Physics 1A, 2012-13 0.50 0.51 Physics 1B, 2012-13* 0.47 -

  15. What the students thought N = 90

  16. What the students thought

  17. Some personal reflections • Can be scary at first • But you soon get into the rhythm • Forget about carefully planned timing • Great classroom atmosphere • Freedom from ‘coverage’ • Focus on what matters

  18. The teacher…is there as a member of the community to select the influences which shall affect the student and to assist him in properly responding to these. Thus the teacher becomes a partner in the learning process, guiding students to independently discover meaning within the subject area. John Dewey “My Pedagogic Creed”, 1897

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