Video of inverted classroom taken on Tuesday, October 7, 2014
Course: INST240 (Pressure and Level Measurement), Section 2, Day 2
One frame taken by the iPad every 30 seconds to make this stop-motion video. 1 minute of video translates to roughly 2.5 hours of classroom time. Tony Kuphaldt (blue coveralls) and Bobby Yost (grey shirt and tan pants) are the two instructors team-teaching 40 students in one large room.
0:00 to 0:02 -- "Prep" quiz issued at the beginning of the class session, with students submitting answers on papers collected by roaming instructors. The quiz is multiple-choice, projected on two screens in this large classroom.
0:02 to 0:13 -- Tony reviewing the quiz results and then leading all students through a problem-solving activity. Bobby grades the quizzes as Tony runs the problem-solving session, then Bobby and Tony both roam the classroom to return quiz papers to students (done by 0:06).
0:13 to End (1:08) -- All the lights come on at 0:13 because this is the end of the projector use -- all work is now done at students' desks on paper and/or their personal laptop PCs. Tony and Bobby spend the remainder of class time visiting groups of students to answer their questions and to "check off" their day's work. This is organized by students writing their names on the whiteboard in front of the classroom: questions prioritized over check-offs, in the order written. After each group checks off (i.e. all members of that group answer "Socratic Questions" posed by the instructor designed to probe understanding and challenge students' problem-solving abilities) they are free to leave the classroom if they wish. Many students remain in the classroom and work on the next day's preparatory homework, but inevitably those who are done checking off will leave before the end of the reserved classroom time. This explains why the classroom population grows smaller as the video progresses.
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Points to note:
* Average time spent checking off each well-prepared student = 5 minutes
* Average time spent checking off each under-prepared or struggling student = 10 minutes. Students exhibiting poor preparation for the inverted classroom session are counseled on how to improve their study outside of class, and challenged by instructors if the pattern continues (e.g. given partial credit for their check-off rather than full credit).
* Instructor contact time with students varies with each student's need, "differentiating" each student's classroom experience.
* This differentiation includes subject matter emphasis as well: with multiple Socratic Questions available for the instructor to choose when checking off students, opportunity exists to ask the questions which would be most beneficial for each student. For example, a student struggling with algebra will be challenged to apply algebra when presenting their work; a student weak in circuit theory will be asked to apply circuit analysis in their answers; etc.
* Note how it is possible for an instructor to check off multiple groups simultaneously in order to make the best use of time (Tony in blue coveralls interacting with two adjacent student groups from 0:38 to 0:51, giving each group a Socratic Question to ponder while listening to the other group's answer for their Socratic Question). You see this a few times in the video as an instructor moves back and forth between two or more groups of students.
26 авг 2024
