GeorgeWoodbury.com

Flipping Your Algebra and Statistics Classrooms

If you want to read more about my approach to flipping my statistics classroom, check out this page.

I created a day-by-day blog about my experience with my flipped statistics classroom during the fall 2017 semester, check out my Statblog.

This is not a way to have students watch videos at home and do homework in class.

Flipped learning moves direct instruction outside the classroom, allowing instructors to devote class time to rich, active, and engaging problem solving sessions.
Misconceptions can be identified and addressed during class time.
Students get access to the instructor during the most crucial time, rather than during direct instruction, making better use of the time the instructor is with students.

Students learn to be responsible for their own learning, an important skill for lifelong learning.
Students have access to instructor and fellow classmates during high-level activities.
Misconceptions are addressed during the class period, and students receive feedback while they work.
More time is spent on the material that students struggle with, rather than introductory material.
Incorporates active, engaging, collaborative learning.

Pre-Class: - I use the Interactive Reading Assignments (IRAs) in the Interactive Statistics textbook I co-authored with Mike Sullivan.; - The assignments are a mixture of text, video, and problems.; - Students complete the section's IRA before the section is covered in class.
In-Class: - Use Learning Catalytics, similar to a "clicker system", for Peer Instruction.; - Give collaborative assignments that go over material covered before class as well as extend knowledge to new tasks.; - Projects that require students to use data they collected to build upon their previous knowledge.; - Immediate Feedback Assessment Technique (IF-AT)
Post-Class: - Students complete a short standard homework assignment to measure their understanding.; - Some assignments are completed online using publisher's website, others are written up by hand and turned in to me, and others are turned in using StatCrunch reports.

Pre-Class: - I create FLIP "media" assignments using the publisher's website, covering the material that I expect students to be able to understand on their own.; - The assignments are a mixture of conceptual videos, example videos, and problems.; - Students complete the section's FLIP assignment before the section is covered in class.
In-Class: - Students begin with a short collaborative assignment where they go over the material from the FLIP assignment. We go over these problems together after they have finished.; - I give a brief, interactive mini-lecture on a topic not covered directly in the FLIP assignment. I try to assist students as they discover the new topic.; - Students work collaboratively on problems based on this mini-lecture. I wander the class to assist, clear up misconceptions, and provide feedback.; - The cycle repeats for all other topics I want to address in that section.
Post-Class: - Students take a short 5-problem quiz to assess their understanding.; - Students complete a personalized homework assignment based on their performance on the quiz.; - Students can then retake the quiz as many times as they would like.

FLIP Assignment: - Students begin by completing a FLIP assignment that is similar to the one that face-to-face students complete.; - This FLIP assignment covers all the topics in the section, rather than just the ones I want my face-to-face students to complete at home.
Reflect Quiz: - Students take a short 5-problem Reflect Quiz to assess their understanding.
Personalized Homework: - Students complete a personalized homework assignment based on their performance on the quiz.; - After completing the personaized homework, students can then retake the quiz as many times as they would like.

Take your time - I spent over 8 months designing my flipped introductory statistics class.
Creating rich in-class activities that are active and engaging takes time, and you will want to make adjustments before you use them a second time.
Get buy-in from your students! On the first day of class explain why you are choosing this instructional strategy and list the benefits you expect to see.
Consider a targeted flip. Pick a section that students traditionally struggle with and flip the classroom for that section.

This YouTube video covers Eric Mazur's Peer Instruction:	This YouTube video is an abridged version of Eric Mazur's Confessions of a Converted Lecturer: