Flipping the Classroom:
Beginners to Advanced
Sophia Georgiakaki
AMATYC 2014
Why Flip?
3
credits  not enough time
to cover content
 Success
rates 42% or lower
 Students
claim to understand
lecture in class but cannot
figure out problems at home
What I Needed:
 Increase
lecture time
(learning time)
 Increase
practice time
 Supervise
 Increase
problem solving
success rates
What Is Needed to Flip:
 Access
to course material
outside of class
 Incentives
for students
Two Kinds of Audiences
 MATH090
Pre-Algebra
MATH095 Beginning Algebra
◦ LAB HOUR
◦ HAVE SEEN THE CONTENT BEFORE
◦ DO NOT GO ONLINE VOLUNTARILY
◦ LOW RETENTION
Two Kinds of Audiences
 MATH100/132/181/200/202
◦ MOST ARE LEARNING THE MATERIAL
FOR THE FRIST TIME
◦ GO ONLINE OFTEN AND FOR
MULTIPLE REASONS
◦ HIGH RETENTION
Beginners’ Flip
 Pre-lecture
Exercises
 Pre-lecture
Notes
 Complete
Lecture Notes
 Readings
 Writing/Journal
Entries
Advanced Flip
 Videos
of Problem Solving
 Flip-books
 Web-comics
 YouTube
Channel
 MyOpenMath
Pre-lecture Exercises
 Pre-Algebra
 Show
that the difference of two
whole numbers is not always a whole
number
 Use
N=8 to show that N/N=1 – give
two more examples of N/N=1
Pre-lecture Exercises
 Beginning/Pre
Algebra
We received four boxes of supplies;
each box contains 4 shampoos (4s), 5
conditioners (5c), 3 masks (3m), and
9 hair sprays (9h); what are the
quantities of items delivered?
Pre-lecture Exercises
 Beginning/Pre Use
Algebra
prime factorization to simplify
220/330; use prime factorization
to simplify (2x2y4)/(6x5y)
 Find
a factor pair of (-24) that
adds to 10
Pre-lecture Exercises
 Intermediate
 Evaluate
Algebra
(x-2)/(x+3) for
x=3,2,1,0,-1,-2,-3
 Evaluate
the polynomial 2x2+3x–5
forx=a+3, x=x+3, x=-x, x=x+h
Pre-lecture Exercises
 College
Algebra
 Evaluate
(x-2)/(x-3) for
x=3.1,3.01,3.001,2.9,2.99,2.999
x=1000, 1000000, 1000000000
x=-1000,-1000000,-1000000000
Pre-lecture Exercises
 College
Algebra
 “Preview
 Find
Exercises”
the ordered pairs (0,_) and
(_,0) satisfying 4x-3y-4=0
 Solve
for y: x = 5/y + 4
 f(x)=a(x4-3x2-4),
f(3)=-150; a=?
Pre-lecture Exercises
 Precalculus
 Plot
the points (r,θ) in a polar
coordinate system for
θ
= 0,π/6,π/3,π/2,2π/3,5π/6,π
 r-=
1 - cos θ
Pre-lecture Notes
 Provide
“Incomplete Notes”
 Students review them before they
come in
 We complete them together in
class
 More time for actual problem
solving and applications
 Organized and correctly laid out
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Complete Lecture Notes
 Instructor
fills-in pre-lecture notes
(Tablet PC or ELMO)
 Scan to PDF
 Publish on Bb
 Easy review (instructors/students)
 Available to those who miss class
Readings
 Algebra/Discrete/Statistics
 Read
key parts of next section
 Answer basic questions (optional)
or fill in parts of incomplete notes
 Solve “easiest” exercises
Readings
 Algebra
Reading 1:
Bring Course Outline – How many pts
for a C?
Pg 1, Sets of Numbers, Exercise 1
Pg 2, The Real Number Line, Exercise 2
Pg 4, Important Mathematical Terms,
Exercise 7
Readings
 Algebra
Reading 2:
Page 23, Distinction between Terms and
Factors, Exercise 1
Page 26, Evaluating Expressions,
Exercise 5a
Page 27, Evaluating Formulas,
Exercises 6(b)(c)(d)
Readings
 Discrete
Read definitions section 4.1
Examples 4.1:1,2,3,4,5,6,7,8,9 with
solutions
Theorem 4.1.1 with proof
Read definitions & theorems section 4.2
Examples 4.2:1,2,3,4 with solutions
Theorem 4.2.2 with proof
Readings
 Pre-Algebra
 Readings
across sections
 Each chapter has 4 – 6 readings
 Instructors choose one reading
for grade and one for extra credit
 Some readings are Per-Algebra
topics; others are advanced topics
Readings
 Pre-Algebra
Topics (Chapter)
Vectors in One Dimension (2)
 Absolute Value Equations (2)
 Order in Scientific Notation (3)
 Unit Rates (3)
 Average (3)
 Trigonometric Circle (4)
 Probability (4)

Readings
 Pre-Algebra
Topics (Chapter)
Percent Fractions (4)
 Sequences (5)
 Direct Proportion (5)
 Properties of Exponents (5)
 Percent Ratios (6)
 Right Triangle Trig (7)
 Area Ratios (7)

Readings
 Pre-Algebra
Topics (Chapter)
Distance Formula & Eqn of Circle (7)
 Graphing Inequalities (7)
 Presentation of Data (8)
 Relative Frequency Distributions (9)
 Variance and Standard Deviation (9)
 Area Under Probability Curve (9)
 Multiplication Rule of Probabilities (9)

Readings in Pre-Algebra
 Students’
reading level
 Answers provided in the book
(should we or should we not?)
 Must start in class
 Ideally, finish in class
 Model proper reading
 Pick “best fit” activity
Writing/Journal Entries
 Guided
reading notes
(pre-lecture)
 Critical thinking questions
(post-lecture)
 In-depth thinking of material
 Topics for in-class discussion
Writing/Journal Entries
 Pre-Algebra
 Part
of every homework
 Guided entries – short & targeted
 Emphasis on vocabulary and
terminology
 May be assigned before or after
topics are covered
Writing/Journal Entries
 How
can Journal Entries flip?
 Guided entries related to
future/repeating topics
 Journals as reflections to readings
 Critical thinking questions related
to two or more topics
Writing/Journal Entries
 Pre-Algebra
◦ Product Used in Division Check (1)
◦ Product & Prime Factors (1)
◦ Product of Integers w/ Opposite Signs (2)
◦ Product of Two Decimals (3)
◦ Product of Fractions (4)
◦ Product of Identical Factors (5)
Writing/Journal Entries
 Pre-Algebra
◦ Decimals as Fractions (3)
◦ Base-ten Fractions (4)
◦ Percent Fractions (4)
◦ Percent Ratios (7)
◦ Percent Proportions (8)
◦ Percent Probability (9)
Writing/Journal Entries
 College Algebra / Precalculus:
◦ Sign diagram & polynomial inequalities
◦ Sign diagram & rational inequalities
◦ Sign diagram & graph of polynomial
◦ Sign diagram & multiplicity of zeros
◦ Sign diagram & graph of rational function
Writing/Journal Entries
 College Algebra / Precalculus:
◦ Even/Odd Functions
◦ Even/Odd and hyperbolic sine/cosine
◦ Even/Odd and trigonometric functions
◦ Range of sine/cosine in right triangles
◦ Range of sine/cosine in coordinate system
◦ Range of sine/cosine in Unit Circle
◦ Tangent and cotangent axes
Do These Work?
 They
require reading and writing
 Reading skills?
 Math skills?
 Organizational skills?
 Writing skills?
 Attention span?
 Brain processes?
Multimedia Vs. Print
 Which
is a better messenger?
 How available is each one?
 How much of each?
 Should reading be eliminated
altogether?
 Will students do the work?
 What is the audience?
Multimedia & Flip
 Responsibility
on students
 Commitment
 Meeting
time not productive if
“homework” has not been done
 Interactive activities must be
included
◦ The more immediate, the better
Slide 8: Advanced Flip
 Videos
of Problem Solving
 Flip-books
 Web-comics
 YouTube
Channel
 MyOpenMath
First Videos: Podcasts
 Podcasts
of problem solving only
 Free Software (JING) – 5 min max
 Fast, short, “better”
 View as many times as needed
 Stop/resume/rewind
 My students were listening to my
teaching
Podcasts: Did They Work?
 For
some only
 Notes and videos paired up BUT
 Multimedia / text were separate
 Reading the notes?
 Viewing the videos?
 Linking the video to the
appropriate notes?
Sorry, I Missed Class…
 Sophia:
◦ Read the book
◦ Read the notes
◦ View the videos
◦ Work on book problems (solutions)
◦ Work on the practice quiz
◦ Go to Learning Center
 Student:
◦ Can you show me?
Podcasts: what’s missing?
 Videos
for all 50 hwk problems
 Organizational skills
◦ Problem #29 is related to which video?
 Note
taking while watching
 If absent, ability (and willingness)
to find material online
 Material
was NOT GROUPED
Flip-books
Flip-books: All in One
 WHAT IS ALL?
◦ Text (Notes), Audio/Video
◦ Interactive, Feedback
 Short
and right to the point
 Had to invest in commercial
software
 FREE to students
Flip-books: Drawbacks
 Not
all students viewed flip-books
 Several were unable to keep track
of course schedule
 Internet needed to view
 Most homework still on paper
 Those who left it for last minute
were overwhelmed
Web-comics
Web-comics
 Commercial
software (cheaper)
 Student alterations allowed
◦ Fill blanks/balloons, create story & videos
 More
appealing/fun final product
 Easy to use
 HAS IT ALL:
◦ Text/Notes, Audio/Video
◦ Hyperlinks, Interactive, Feedback
Web-comics: Yes?
 More
fun & easy to learn
 Hyperlinks
 Video
 Audio
 Book form
 Reuse same videos
Web-comics: No?
 Fun
and interesting math stories
are challenging!
 Story made comics lengthy
 Illustration made them lengthier
 Grade assigned was necessary
 Okay for Early Childhood students
YouTube Channel
 Pre-lecture:
◦ View videos
◦ Take notes / answer questions
◦ Bring to class for grade
 Post-lecture:
◦ Ask me a question
◦ Ask for clarification
◦ Ask about specific hwk problem
YouTube Channel
 Most
links are private
 Most links correspond to specific,
in-class activities or homework
problems
 Able to assist asynchronously and
over the weekend
 Instructor must be willing to stay
connected during off-hours
YouTube Channel
 Create
a Channel by registering in
YouTube (email address)
 Creating videos is super easy
◦ Phone / Webcam / Screenshots
 Make
your videos short
 Uploading to YouTube is very easy
YouTube Channel
 Decide
how wide of an audience
you want to have
 Decide how to market your videos
(in-class only or wide audience?)
 Students will watch if they have a
reason to
MyOpenMath (MOM)
 OER
 Part
of Kaleidoscope Project 2011
 Used in my sections starting in
Spring 2012
 Used in ALL Intermediate Algebra
sections at TC3 starting in Spring
2014
MyOpenMath (MOM)
 Video
tutorials with workbook
 Algorithmically generated practice
problems immediately following
tutorial
 Algorithmically generated
homework problems
 Automated Gradebook
MyOpenMath (MOM)
 We
supplement with
◦ Incomplete notes
◦ Complete notes
◦ Customized courses per instructor
◦ YouTube Channel
◦ Library support
◦ Customized homework problems
◦ Practice tests / Review assignments
MyOpenMath (MOM)
 100%
flipped (hybrid/online)
◦ Videos (mandatory and graded)
◦ Complete practice problems
◦ Fill out notes and bring to class
◦ Complete homework in class
◦ Come to class with questions
MyOpenMath (MOM)
 Partially
flipped (fastrack &
majority of sections)
◦ View certain videos ahead of time
◦ Fill-out part of incomplete notes or
workbook
◦ Complete rest of notes in class
◦ Start homework in class
◦ Bring homework questions to class
MyOpenMath (MOM)
 Traditional
Instruction
◦ Hide videos
◦ Hide incomplete notes
◦ Use for homework practice only
MyOpenMath (MOM)
 No
need to re-invent the wheel
 Thousands of videos available
 Ability to add videos
 Ability to add exercises
 Keep content organized
 Keep the order you want
 Customize to instruction style
Success Rates
 Spring
2011
◦ Publisher’s Software
◦ Sophia’s fully online: 23%
◦ Overall: 37.5%
 Fall 2011
◦ OER Non-Flipped (no MOM)
◦ Sophia’s fully online: 6%
◦ Overall: 48%
Success Rates
 Spring
2012
◦ MOM
◦ Sophia’s fully online: 31%
◦ Overall: 51%
 Fall
2012
◦ MOM
◦ Sophia’s fully online: 50%
◦ Overall: 51%
Success Rates
 Summer
2013
◦ Customized MOM
◦ Sophia’s in-class: 83%
 Fall
2013
◦ Customized MOM
◦ Sophia’s combined: 75%
Success Rates
 Spring
2014
◦ Customized MOM to all sections
◦ Overall Success: 53%
◦ Avg Past Springs Success: 42%
 Summer
2014
◦ Customized MOM to all sections
◦ Success: 67%
Why Do I Flip?

I need less time to “lecture”

I have more time to demonstrate
practice problems

I can supervise problem solving

I have better success rates
Do You Want To See?

Go to www.myopenmath.com

Register for my practice course:
◦ Course ID: 466
◦ Enrollment Key: welcome

Look around and play
Do You Want More?

Go to www.myopenmath.com

Request instructor account

Email me with questions:
[email protected]
Think of the Possibilities!
Sophia Georgiakaki
[email protected]
Looking Forward to More…