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Inverting the transition-to-proofs class
When I see the first back-to-school sales, I know it’s time, like it or not, to start prepping classes for the fall. This fall I am teaching two courses: a second-semester discrete math course for...
View ArticleScreencasting for the inverted proofs class
Here’s the first (and so far, only) screencast that students will use in the inverted transition-to-proof class: This one is a bit more lecture-oriented than I intend most of the rest of them to be, so...
View ArticleFor proofs, just click “play”
This week I am adding to the playlist of screencasts for the inverted intro-to-proofs class I first mentioned here. There are seven chapters in the textbook we are using and my goal is to complete the...
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What does Khan Academy need?
Marshall Thompson writes in this blog post from a couple of weeks ago that he’s concerned over the tone of the recent and ongoing Khan Academy/#mtt2k debate and is worried about the cost it incurs....
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How the inverted classroom works: A manifesto for students
I’ve been sort of quiet on the inverted transition-to-proof course (MTH 210, Communicating in Mathematics) lately, partly due to MathFest and partly because I am having to actually prep said course for...
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And so the flipping begins
The semester for us has gotten underway, and with it the flipped-classroom introduction to proofs class. This class has gotten a lot of interest from folks both at my institution and abroad. In the...
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Declaring independence
The flipped transition-to-proof class is now finishing up its sixth week. It’s hard to believe we are nearing the midpoint of the semester. The management of the class is still something of a work in...
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What kind of student preparation should we care about?
Whenever I talk or write about the flipped classroom, one of the top two questions I get is: How do you make sure students are doing the reading (and screencast viewing) before class? (The other is,...
View ArticleThree things I learned through teaching a flipped class
Right after my last post — nearly a month ago — I began to ask myself, Why is it taking so much effort to blog? The answer was readily apparent by looking at my OmniFocus inbox, which was filled with...
View ArticleWe need to produce learners, not just students
Paul Pintrich was the creator of the Motivated Strategies for Learning Questionnaire, which I used as the main instrument for collecting data for the study on students in the flipped...
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Inside the inverted proofs class: Why I did it
It’s been a month or so now that the inverted transition-to-proofs class drew to a close. A lot of people, both here at my institution and online, have been asking questions about the design and...
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Inside the inverted proofs class: Design challenges
This is the second post in a series on the nuts and bolts behind the inverted transition-to-proofs course. The first post addressed the reasons why I decided to turn the course from quasi-inverted to...
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Inside the inverted proofs class: What we did in class
I’ve written about the instructional design behind the inverted transition-to-proofs course and the importance of Guided Practice in helping students get the most out of their preparation. Now it comes...
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Inside the inverted proofs class: Dealing with grading
So, what about grading in that inverted transition-to-proofs course? Other than the midterm and final exams, which were graded pretty much as you might expect, we had four recurring assignments that...
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Inside the inverted transition-to-proofs class: What the students said
In my series of posts on the flipped intro-to-proofs course, I’ve described the ins and outs of the design challenges of the course and how the course was run to address those challenges and the...
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Data on whether and how students watch screencasts
Screencasting is an integral part of the inverted classroom movement, and you can find screencasting even among courses that aren’t truly flipped. Using cheap, accessible tools for making and sharing...
View ArticleThe flipped classroom is not about “throughput”
The Washington Post reports this morning (apologies if this is behind a paywall) about how some universities are (finally?) moving from in-class lecture as the basis for their “large lecture” courses...
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Who does screencasting help the most?
Let’s go back to the research paper on screencasting that I first blogged about here. In that post, we saw that students on the study generally watched the screencasts, even without explicit rewards...
View ArticleGuest post at DeltaScape: Does this make sense?
I lost a bet with my friend and colleague Dave Coffey (remember him?) over the NCAA mens’ basketball tournament, and as a result, I owed Dave a guest post on his blog DeltaScape. Risky move on his...
View ArticleIs the modified Moore method an instance of the flipped classroom?
I was really fortunate this past weekend to host Dana Ernst and T.J. Hitchman, two colleagues (from Northern Arizona University and University of Northern Iowa, respectively) at the Michigan MAA...
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