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Flipping the Classroom:
    Clickers are Primary,
   Lectures are Secondary




           Roger Freedman
University of California, Santa Barbara
      airboy@physics.ucsb.edu
Traditional course structure
1. Instructor interacts with students
primarily by giving a lecture.



                                        Source: Futurama
Traditional course structure
1. Instructor interacts with students
primarily by giving a lecture.



                                        Source: Futurama
Traditional course structure
1. Instructor interacts with students
primarily by giving a lecture.



                                                 Source: Futurama


                                2. There is limited time
 Source: Flickr user Earls37a   during the lecture for
                                interactive exercises.
Student learning gains
                         ποσ τεσ − πρ τεσ
                            τ− τ%     ε− τ%
Class learning gain: g =
                           100 − πρ τεσ
                                   ε− τ%
Student learning gains
                         ποσ τεσ − πρ τεσ
                            τ− τ%     ε− τ%
Class learning gain: g =
                           100 − πρ τεσ
                                   ε− τ%
     Richard Hake, Indiana U., American Journal of Physics 1998 66, 64
Student learning gains
                         ποσ τεσ − πρ τεσ
                            τ− τ%     ε− τ%
Class learning gain: g =
                           100 − πρ τεσ
                                   ε− τ%
     Richard Hake, Indiana U., American Journal of Physics 1998 66, 64



                       i>clickers*


                               i>clickers + exercises*




                             * U. of Colorado (Stephanie Chasteen et al.)
Traditional course structure
1. Instructor interacts with students
primarily by giving a lecture.



                                                 Source: Futurama


                                2. There is limited time
 Source: Flickr user Earls37a   during the lecture for
                                interactive exercises.

                   3. Students can’t go back in time
                      to replay the lecture or review
                          portions that they missed.

                                                         Source: Grand Comics Database
Traditional course structure
                                     1. During the lecture, students think
                                     they understand the material.


Source: UCSB Photographic Services
Traditional course structure
                                     1. During the lecture, students think
                                     they understand the material.


Source: UCSB Photographic Services

           2. They then go home to
           try to do the homework…

                                                          Source: Microsoft/iStockphoto
Traditional course structure
                                      1. During the lecture, students think
                                      they understand the material.


Source: UCSB Photographic Services

            2. They then go home to
            try to do the homework…

                                                           Source: Microsoft/iStockphoto

                                     3. …where they discover that
                                     they don’t really understand the
                                     material after all.

Source: Microsoft/iStockphoto
“Flipped” course structure
Solution: Use the power of video!




                                Source: Grand Comics Database
“Flipped” course structure
Solution: Use the power of video!

                   Have students
                   view the lecture
                   before coming to
                   class —
                   a video podcast
                                Source: Grand Comics Database
“Flipped” course structure
Solution: Use the power of video!

                       Have students
                       view the lecture
                       before coming to
                       class —
                       a video podcast
   Jonathan Bergmann and Aaron Sams,   Source: Grand Comics Database
   Woodland Park H.S., CO
“Flipped” course structure
     Solution: Use the power of video!

                             Have students
                             view the lecture
                             before coming to
                             class —
                             a video podcast
         Jonathan Bergmann and Aaron Sams,   Source: Grand Comics Database
         Woodland Park H.S., CO

Instructor can then devote class time to:
• interactive exercises
• student work
• demonstrations (for science classes)
• providing guidance to students
                                                 Source: Microsoft/iStockphoto
Note:
           This is not a “telecourse”
NBC’s Continental Classroom
(1958-1963)
6:00-7:00 a.m.
Peabody Award, 1958




                                Prof. Harvey White, UC Berkeley
“Flipped” course structure
1. Instructor records a lecture using a
webcam, then publishes it on the Web.



                                          Source: Microsoft/iStockphoto
“Flipped” course structure
1. Instructor records a lecture using a
webcam, then publishes it on the Web.



                                          Source: Microsoft/iStockphoto
A Panopto lecture
“Flipped” course structure
    1. Instructor records a lecture using a
    webcam, then publishes it on the Web.



                                2. Before coming to class, Source: Microsoft/iStockphoto
                                students view the online
Source: Microsoft/iStockphoto
                                lecture and pose questions to the instructor.
Actual student questions
“Flipped” course structure
    1. Instructor records a lecture using a
    webcam, then publishes it on the Web.



                                2. Before coming to class, Source: Microsoft/iStockphoto
                                students view the online
Source: Microsoft/iStockphoto
                                lecture and pose questions to the instructor.
      3. In class, instructor clarifies points
                   raised by the students…



                                                             Source: Flickr user sarahjanenyc1
Physics
Mailbag
Q1. I don’t understand how in adiabatic processes if there is no
heat flow in or out, the temperature can still change?

Q2. I know that W = –(U2 – U1) for adiabatic process, and this
makes W = nCV(T1 – T2), but if the gas is cooling and decreasing in
temperature, wouldn't it also decrease in volume, making work
negative because W = p(V2 – V1)?

Q3. In a mechanical engine, such as a car engine, would the
engine be 100% efficient if friction didn't exist?
2. Why do we only use an integral to calculate the moments of
    inertia for spheres or cylinders and not other shapes?
“Flipped” course structure
    1. Instructor records a lecture using a
    webcam, then publishes it on the Web.



                                2. Before coming to class, Source: Microsoft/iStockphoto
                                students view the online
Source: Microsoft/iStockphoto
                                lecture and pose questions to the instructor.
      3. In class, instructor clarifies points
                   raised by the students…

                                       4. …and has
                                       students spend
                                       class time on     Source: Flickr user sarahjanenyc1

                                       exercises and clicker questions.
   Source: Flickr user sarahjanenyc1
Q12.x1
            A question for you:
  You put your spacecraft into a circular orbit
  around the forest moon of Endor, which has 1/2                    QuickTime™ and a
                                                                      decompressor
                                                            are needed to see this picture.




  the radius of Earth and has 1/4 the Earth’s mass.
  Compared to being in an orbit of the same size
  around Earth, when in orbit around the forest
  moon of Endor your spacecraft will have

      A. the same acceleration and the same orbital period.
      B. 1/2 the acceleration and 1/2 the orbital period.
      C. 1/4 the acceleration and 1/4 the orbital period.
      D. 1/4 the acceleration and the same orbital period.
      E. none of the above.
RT3.x1

A ranking task
 y (m)
 2

                  D
                                      Five identical objects, A
              A
1.5                                   through E, are launched
                                  A   simultaneously from the
                                  B
                                  C
                                      ground. Air resistance can
 1                                D   be ignored. Rank them in
                                  E   order of when they hit the
              B       E               ground, from first to last.
0.5
                                      Enter your answer using
          C                           your i>clicker2, with no
 0
                                      spaces. (Example:
                              x (m)
      0   2       4   6   8           ABCDE)
A problem for you
An object moves on a curved path as shown. It speeds up as it moves
from point 1 to point 2.
                    ρ r r
• Draw the vector  ∆v = v2 − v1
(the change in velocity from point 1 to
point 2)                                                        r
• Draw the average ρ
            r       acceleration vector                         v2
            a = ∆ϖ ∆τ                                       2
                                                     A
for the time interval from 1 to 2. This is
                                                     r
an estimate of the direction of the                  v1
instantaneous acceleration vector at             1
point A, midway between points 1 and 2.
A problem for you
A particle of mass m is free to move along the x–axis. The only
force on the particle is a conservative force given by the potential
energy function                   1 4 1 2
                          U ( x) =     α ξ − βξ
                                     4      2
In this expression α and β are positive constants.

• Find the points at which the particle is in equilibrium.
• Determine which of the points of equilibrium are stable and which
are unstable.
Physics
Exercis
e Time
Tolasana
Student responses
 Premed physics class, Winter 2011
 Panopto lectures vs. traditional lectures:
Much prefer Panopto
    Prefer Panopto slightly
            Panopto = traditional
                 Prefer traditional slightly

                        Much prefer traditional
Student responses
 Premed physics class, Winter 2011
 Panopto lectures vs. traditional lectures:
Much prefer Panopto
    Prefer Panopto slightly
            Panopto = traditional              Views per lecture:

                 Prefer traditional slightly

                        Much prefer traditional


                                    All more than once
                                     Some more than once

                                           None more than once
Student learning gains
                         ποσ τεσ − πρ τεσ
                            τ− τ%     ε− τ%
Class learning gain: g =
                           100 − πρ τεσ
                                   ε− τ%
     Richard Hake, Indiana U., American Journal of Physics 1998 66, 64


                       i>clickers*
                              Calculus-based
                     Algebra-    W12 #1      Calculus-based
                     based W11               W12 #2




                             * U. of Colorado (Stephanie Chasteen et al.)
Try flipping YOUR class!




       Source: Grand Comics Database

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Flipped class freedman_20121026

  • 1. Flipping the Classroom: Clickers are Primary, Lectures are Secondary Roger Freedman University of California, Santa Barbara airboy@physics.ucsb.edu
  • 2. Traditional course structure 1. Instructor interacts with students primarily by giving a lecture. Source: Futurama
  • 3. Traditional course structure 1. Instructor interacts with students primarily by giving a lecture. Source: Futurama
  • 4. Traditional course structure 1. Instructor interacts with students primarily by giving a lecture. Source: Futurama 2. There is limited time Source: Flickr user Earls37a during the lecture for interactive exercises.
  • 5. Student learning gains ποσ τεσ − πρ τεσ τ− τ% ε− τ% Class learning gain: g = 100 − πρ τεσ ε− τ%
  • 6. Student learning gains ποσ τεσ − πρ τεσ τ− τ% ε− τ% Class learning gain: g = 100 − πρ τεσ ε− τ% Richard Hake, Indiana U., American Journal of Physics 1998 66, 64
  • 7. Student learning gains ποσ τεσ − πρ τεσ τ− τ% ε− τ% Class learning gain: g = 100 − πρ τεσ ε− τ% Richard Hake, Indiana U., American Journal of Physics 1998 66, 64 i>clickers* i>clickers + exercises* * U. of Colorado (Stephanie Chasteen et al.)
  • 8. Traditional course structure 1. Instructor interacts with students primarily by giving a lecture. Source: Futurama 2. There is limited time Source: Flickr user Earls37a during the lecture for interactive exercises. 3. Students can’t go back in time to replay the lecture or review portions that they missed. Source: Grand Comics Database
  • 9. Traditional course structure 1. During the lecture, students think they understand the material. Source: UCSB Photographic Services
  • 10. Traditional course structure 1. During the lecture, students think they understand the material. Source: UCSB Photographic Services 2. They then go home to try to do the homework… Source: Microsoft/iStockphoto
  • 11. Traditional course structure 1. During the lecture, students think they understand the material. Source: UCSB Photographic Services 2. They then go home to try to do the homework… Source: Microsoft/iStockphoto 3. …where they discover that they don’t really understand the material after all. Source: Microsoft/iStockphoto
  • 12. “Flipped” course structure Solution: Use the power of video! Source: Grand Comics Database
  • 13. “Flipped” course structure Solution: Use the power of video! Have students view the lecture before coming to class — a video podcast Source: Grand Comics Database
  • 14. “Flipped” course structure Solution: Use the power of video! Have students view the lecture before coming to class — a video podcast Jonathan Bergmann and Aaron Sams, Source: Grand Comics Database Woodland Park H.S., CO
  • 15. “Flipped” course structure Solution: Use the power of video! Have students view the lecture before coming to class — a video podcast Jonathan Bergmann and Aaron Sams, Source: Grand Comics Database Woodland Park H.S., CO Instructor can then devote class time to: • interactive exercises • student work • demonstrations (for science classes) • providing guidance to students Source: Microsoft/iStockphoto
  • 16. Note: This is not a “telecourse” NBC’s Continental Classroom (1958-1963) 6:00-7:00 a.m. Peabody Award, 1958 Prof. Harvey White, UC Berkeley
  • 17. “Flipped” course structure 1. Instructor records a lecture using a webcam, then publishes it on the Web. Source: Microsoft/iStockphoto
  • 18. “Flipped” course structure 1. Instructor records a lecture using a webcam, then publishes it on the Web. Source: Microsoft/iStockphoto
  • 20. “Flipped” course structure 1. Instructor records a lecture using a webcam, then publishes it on the Web. 2. Before coming to class, Source: Microsoft/iStockphoto students view the online Source: Microsoft/iStockphoto lecture and pose questions to the instructor.
  • 22. “Flipped” course structure 1. Instructor records a lecture using a webcam, then publishes it on the Web. 2. Before coming to class, Source: Microsoft/iStockphoto students view the online Source: Microsoft/iStockphoto lecture and pose questions to the instructor. 3. In class, instructor clarifies points raised by the students… Source: Flickr user sarahjanenyc1
  • 24. Q1. I don’t understand how in adiabatic processes if there is no heat flow in or out, the temperature can still change? Q2. I know that W = –(U2 – U1) for adiabatic process, and this makes W = nCV(T1 – T2), but if the gas is cooling and decreasing in temperature, wouldn't it also decrease in volume, making work negative because W = p(V2 – V1)? Q3. In a mechanical engine, such as a car engine, would the engine be 100% efficient if friction didn't exist?
  • 25. 2. Why do we only use an integral to calculate the moments of inertia for spheres or cylinders and not other shapes?
  • 26. “Flipped” course structure 1. Instructor records a lecture using a webcam, then publishes it on the Web. 2. Before coming to class, Source: Microsoft/iStockphoto students view the online Source: Microsoft/iStockphoto lecture and pose questions to the instructor. 3. In class, instructor clarifies points raised by the students… 4. …and has students spend class time on Source: Flickr user sarahjanenyc1 exercises and clicker questions. Source: Flickr user sarahjanenyc1
  • 27. Q12.x1 A question for you: You put your spacecraft into a circular orbit around the forest moon of Endor, which has 1/2 QuickTime™ and a decompressor are needed to see this picture. the radius of Earth and has 1/4 the Earth’s mass. Compared to being in an orbit of the same size around Earth, when in orbit around the forest moon of Endor your spacecraft will have A. the same acceleration and the same orbital period. B. 1/2 the acceleration and 1/2 the orbital period. C. 1/4 the acceleration and 1/4 the orbital period. D. 1/4 the acceleration and the same orbital period. E. none of the above.
  • 28. RT3.x1 A ranking task y (m) 2 D Five identical objects, A A 1.5 through E, are launched A simultaneously from the B C ground. Air resistance can 1 D be ignored. Rank them in E order of when they hit the B E ground, from first to last. 0.5 Enter your answer using C your i>clicker2, with no 0 spaces. (Example: x (m) 0 2 4 6 8 ABCDE)
  • 29. A problem for you An object moves on a curved path as shown. It speeds up as it moves from point 1 to point 2. ρ r r • Draw the vector ∆v = v2 − v1 (the change in velocity from point 1 to point 2) r • Draw the average ρ r acceleration vector v2 a = ∆ϖ ∆τ 2 A for the time interval from 1 to 2. This is r an estimate of the direction of the v1 instantaneous acceleration vector at 1 point A, midway between points 1 and 2.
  • 30. A problem for you A particle of mass m is free to move along the x–axis. The only force on the particle is a conservative force given by the potential energy function 1 4 1 2 U ( x) = α ξ − βξ 4 2 In this expression α and β are positive constants. • Find the points at which the particle is in equilibrium. • Determine which of the points of equilibrium are stable and which are unstable.
  • 32. Student responses Premed physics class, Winter 2011 Panopto lectures vs. traditional lectures: Much prefer Panopto Prefer Panopto slightly Panopto = traditional Prefer traditional slightly Much prefer traditional
  • 33. Student responses Premed physics class, Winter 2011 Panopto lectures vs. traditional lectures: Much prefer Panopto Prefer Panopto slightly Panopto = traditional Views per lecture: Prefer traditional slightly Much prefer traditional All more than once Some more than once None more than once
  • 34. Student learning gains ποσ τεσ − πρ τεσ τ− τ% ε− τ% Class learning gain: g = 100 − πρ τεσ ε− τ% Richard Hake, Indiana U., American Journal of Physics 1998 66, 64 i>clickers* Calculus-based Algebra- W12 #1 Calculus-based based W11 W12 #2 * U. of Colorado (Stephanie Chasteen et al.)
  • 35. Try flipping YOUR class! Source: Grand Comics Database