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Ralph Stikeleather University of Cincinnati- Blue Ash College

How Flipping the Classroom led to Better Outcomes for College Algebra and Foundations of Quantitative Reasoning Students. Ralph Stikeleather University of Cincinnati- Blue Ash College. Traditional Teaching in Fall 2018. Last minute hire, limited time for preparation

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Ralph Stikeleather University of Cincinnati- Blue Ash College

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  1. How Flipping the Classroom led to Better Outcomes for College Algebra and Foundations of Quantitative Reasoning Students Ralph Stikeleather University of Cincinnati- Blue Ash College

  2. Traditional Teaching in Fall 2018 • Last minute hire, limited time for preparation • Guided Lecture Notes and similar examples • Students completed homework after class, due 1 week later • MyMathLab used for homework and quizzes • Series of short online quizzes before each test

  3. Benefits and Challenges of Traditional Teaching Benefit • Instructor able to prepare for class quickly Challenges: • Not the best use of class time for instructor to read definitions and show basic examples. Students could learn at home! • Students became delayed in their focus on the material. Attentive to what’s due tomorrow (and introduced a week ago). Not ready to focus on new material. • Students seemed surprised by low test scores. Realized their problems too late.

  4. Flipped Classroom Teaching in Spring 2019 • Students complete guided lecture notes packet before class using MyMathLab’s videos, animations, PowerPoint and eBook. • Students work similar exercises in the packet and check answers online before class (Instructor-made questions: 1 attempt). • Instructor analyzes student online performance and structures first part of lesson to review challenging exercises. • Students practice publisher-created MyMathLab exercises in class, or later that day. Keep all shown work in portfolio. • Exit quiz- final 10 minutes of class, every day, over current material. • Reinforcement homework assignments due 2 days before each test

  5. Benefits of Flipped Classroom Teaching Before Class • Students can learn introductory concepts without a teacher present. During Class • Teacher can focus on most challenging concepts and make greater impact. • Students focused on the section of the day, instead of a previous section with an upcoming homework deadline. After Class • Students got frequent low-stakes feedback to check their understanding. Were more prepared for tests (and did better), or withdrew from course faster!

  6. Challenges of Flipped Classroom Teaching • Student attitudes about format and adjusting to format • Large instructor time commitment before first implementation

  7. Fine-Tuning the Flipped Model in Future • Implement more group work activities in class. Allow the publisher- created MyMathLab questions to be answered before, during, or shortly after class. • Keep portfolio requirement but give more regular feedback from small assessments. • Instead of dropping low scores, implement a flex points system or allow for built in bonuses for students who show up to exceed expectations!

  8. Thank You for Attending! Ralph Stikeleather Business Cell: (513) 549-PLUS (7587) Permanent Email: Math.Ralph@gmail.com

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