The traditional classroom model has the transmission of information done in the class and the assimilation of that info done outside the class. But does that make sense? Shouldn't the instructor be the most available to the students when they are working on the hardest tasks? The inverted classroom model says "yes", and puts the lecture outside the class while freeing up time in class to be spent on hard, authentic problems to solve. This talk is all about this inverted model.
4. AGENDA
• Two phases of learning, and the
traditional classroom model
5. AGENDA
• Two phases of learning, and the
traditional classroom model
• The concept of the inverted
classroom model
6. AGENDA
• Two phases of learning, and the
traditional classroom model
• The concept of the inverted
classroom model
• Implementation case studies
7. AGENDA
• Two phases of learning, and the
traditional classroom model
• The concept of the inverted
classroom model
• Implementation case studies
• Tools and practices for the
inverted classroom
8. AGENDA
• Two phases of learning, and the
traditional classroom model
• The concept of the inverted
classroom model
• Implementation case studies
• Tools and practices for the
inverted classroom
• Short‐ and long‐term effects of
the inverted classroom
48. The basic inverted classroom workflow
GIVEN:
Print/video resources for basic information
List of clearly-stated learning objectives
Exercises on basic skills
49. The basic inverted classroom workflow
GIVEN:
Print/video resources for basic information
List of clearly-stated learning objectives
Exercises on basic skills
On to the next topic
Viewing/reading for Guided practice for
basic information basic skills
INTO THE CLASS MEETING
Quiz
ASSIMILATION
(to reinforce individual Further problems/HW
PROBLEMS
mastery)
52. CMP 150: Computer Tools for Problem Solving
Franklin College
1‐credit intro to MATLAB and programming for students going
on to Calculus III and Linear algebra
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53. CMP 150: Computer Tools for Problem Solving
Franklin College
1‐credit intro to MATLAB and programming for students going
on to Calculus III and Linear algebra
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54. CMP 150: Computer Tools for Problem Solving
Franklin College
1‐credit intro to MATLAB and programming for students going
on to Calculus III and Linear algebra
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Liberal arts focus: Lifelong learning, intellectual self‐
feeding, problem solving, technical analysis of problems
56. Tools for work in CMP 150
Guided Practice
Overview
List of competencies
Screencast links
Tasks to perform
57. Tools for work in CMP 150
Guided Practice
Overview
List of competencies
Screencast links
Tasks to perform
Clicker quiz
58. Tools for work in CMP 150
Guided Practice
Overview
List of competencies
Screencast links
Tasks to perform
Clicker quiz
Lab Problem Sets
59. Tools for work in CMP 150
Guided Practice
Overview
List of competencies
Screencast links
Tasks to perform
Clicker quiz
Lab Problem Sets
Also: Student projects, final exam
60. A week in the life of CMP 150
Lab Problem Set
from Wednesday
due by 11:00 PM
One task from QUIZ at beginning of class
New Guided Guided Practice LAB PROBLEM SETS during class
Practice assigned due ROUGH DRAFT due at end of class
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Fr
Su
Tu
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Th
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Watch screencasts Finish GP tasks, rewatch screencasts,
and work GP tasks office hours/email
Example of a typical cycle at the class blog
79. CREATING EFFECTIVE GUIDED
PRACTICE
• Givestudents a sense of what’s ahead and where it fits with
what they know
80. CREATING EFFECTIVE GUIDED
PRACTICE
• Givestudents a sense of what’s ahead and where it fits with
what they know
• Organize around minimal amount of important ideas
81. CREATING EFFECTIVE GUIDED
PRACTICE
• Givestudents a sense of what’s ahead and where it fits with
what they know
• Organize around minimal amount of important ideas
• Give sufficient but not onerous amount of out-of-class work
82. CREATING EFFECTIVE GUIDED
PRACTICE
• Givestudents a sense of what’s ahead and where it fits with
what they know
• Organize around minimal amount of important ideas
• Give sufficient but not onerous amount of out-of-class work
• Set up clear competencies to master by class time
83. CREATING EFFECTIVE GUIDED
PRACTICE
• Givestudents a sense of what’s ahead and where it fits with
what they know
• Organize around minimal amount of important ideas
• Give sufficient but not onerous amount of out-of-class work
• Set up clear competencies to master by class time
• Design
small number of tasks that guide through those
competencies
87. QUIZZES
• Short, inexpensive
• Purpose: Individual
accountability
• Clickers allow instant
feedback and grading that
can be addressed right away
in the class
89. Instructions
• This quiz consists of 4 multiple choice
questions and one short answer question.
• Use the clickers to answer the multiple choice
questions and the notecard to respond to the
short answer question.
• You will have up to one minute to answer
each multiple choice question.
• You may use MATLAB at any time, although
it will take less time to answer conceptually.
90. Question 1
What should go in the blank in order to have the FOR
loop start the counter at 0, increment by 20, and end
at 100?
for i = _____________
(A) linspace(0, 100, 20)
(B) 0:5:100
(C) 0:20:100
(D) 0:100:20
(E) 20:0:100
91. Question 2
What MATLAB term always ends a FOR
loop?
(A) END
(B) FINISH
(C) ROF
(D) STOP
(E) No ending term is necessary
92. Question 3
The code on the left constructs a vector
v. What does MATLAB return if you type
v(3) after running the code?
v = [ ];
(A) 0
for i = 0:2:10 (B) 3
v = [v i];
end (C) 4
(D) 6
(E) An error message
93. Question 4
sum = 0; What is the value of sum
for i = 2:1:10
after running the code on
if isprime(i) the left?
sum = sum + 1; (A) 0
end
end (B) 4
Reminder: ISPRIME(n) is 1 if (C) 10
n is a prime number and 0
otherwise. (D) 17
Prime numbers less than 20: (E) An error message occurs
2, 3, 5, 7, 11, 13, 17, 19.
94. Question 5
(Short Answer; 1 point)
What’s one question you have remaining
after this week’s videos, Guided Practice,
and Quiz?
Write your question down on the notecard
along with your name.
97. RESPONSES FROM CMP 150 ALUMNI SURVEY,
FALL 2010
How to solve a problem by writing an
algorithm and how to think about a
problem logically.
Being able to use the help in MATLAB
effectively. I never used the help section
in a program before.
98. RESPONSES FROM CMP 150 ALUMNI SURVEY,
FALL 2010
How to solve a problem by writing an
algorithm and how to think about a
problem logically.
Being able to use the help in MATLAB
effectively. I never used the help section
in a program before.
I learned that discovering things on my own
is generally more beneficial than having
things spelled out.
100. Motivated Strategies for Learning Questionnaire*
Please rate the following items based on your behavior in this class. Your rating should be on a 7
-
point scale where 1= not at all true of me to 7=very true of me .
1. I prefer class work that is challenging so I can learn new things.
2. Compared with other students in this class I expect to do well
3. I am so nervous during a test that I cannot remember facts I have learned
4. It is important for me to learn what is being taught in this class
5. I like what I am learning in this class
6. I’m certain I can understand the ideas taught in this course
7. I think I will be able to use what I learn in this class in other classes
8. I expect to do very well in this class
9. Compared with others in this class, I think I’m a good student
10. I often choose paper topics I will learn something from even if they require more
work
11. I am sure I can do an excellent job on the problems and tasks assigned for this
class
12. I have an uneasy, upset feeling when I take a test
Pilot study: Current CMP 150 class, pre/post test with
13. I think I will receive a good grade in this class
14. Even when I do poorly on a test I try to learn from my mistakes
MSLQ; preliminary data in May 2011
15. I think that what I am learning in this class is useful for me to know
16. My study skills are excellent compared with others in this class
17. I think that what we are learning in this class is interesting
102. Cannod, G., Burge, J., and Helmick, M. “Using the
inverted classroom to teach software engineering”.
http://drcmia.ohiolink.edu/bitstream/handle/2374.MIA/
206/fulltext.pdf
Lage, M. J.,Platt, G. J. & Treglia, M. “Inverting the
classroom: A gateway to creating an inclusive learning
environment”. Journal of Economic Education, 30(1):
2000.
McShea, J. “The Inverted Classroom”, http://
www.hg2s.com/blog/tag/inverted-classroom/
McDaniel, S., forthcoming article in Journal of
Developmental Education