The traditional classroom model has the transmission of information done in the class and the assimilation of that info done outside the class. But does that make sense? Shouldn't the instructor be the most available to the students when they are working on the hardest tasks? The inverted classroom model says "yes", and puts the lecture outside the class while freeing up time in class to be spent on hard, authentic problems to solve. This talk is all about this inverted model.

1. INVERTING THE
CLASSROOM,
IMPROVING STUDENT
LEARNING
Robert Talbert, Ph.D.
Department of Mathematics and Computing
Franklin College
30 March 2011

2. Robert Talbert, PhD
Associate Professor of Mathematics and Computing Science
Franklin College
rtalbert@franklincollege.edu
Blog: http://castingoutnines.wordpress.com
Twitter: @RobertTalbert
YouTube: http://www.youtube.com/RobertTalbertPhD

3. AGENDA

4. AGENDA
• Two phases of learning, and the
traditional classroom model

5. AGENDA
• Two phases of learning, and the
traditional classroom model
• The concept of the inverted
classroom model

6. AGENDA
• Two phases of learning, and the
traditional classroom model
• The concept of the inverted
classroom model
• Implementation case studies

7. AGENDA
• Two phases of learning, and the
traditional classroom model
• The concept of the inverted
classroom model
• Implementation case studies
• Tools and practices for the
inverted classroom

8. AGENDA
• Two phases of learning, and the
traditional classroom model
• The concept of the inverted
classroom model
• Implementation case studies
• Tools and practices for the
inverted classroom
• Short‐ and long‐term effects of
the inverted classroom

9. TWO PHASES OF LEARNING
AND
THE TRADITIONAL CLASSROOM

10. Human learning takes place in two phases:

11. Human learning takes place in two phases:
TRANSMISSION

12. Human learning takes place in two phases:
TRANSMISSION ASSIMILATION

13. Human learning takes place in two phases:
TRANSMISSION ASSIMILATION
Lectures, reading

14. Human learning takes place in two phases:
TRANSMISSION ASSIMILATION
Lectures, reading Homework, lab work,
cooperative learning,
projects

15. Assimilation >> Transmission from a cognitive standpoint
Bloom (1956)

16. Assimilation >> Transmission from a cognitive standpoint
TRANSMISSION
Bloom (1956)

17. Assimilation >> Transmission from a cognitive standpoint
ASSIMILATION
TRANSMISSION
Bloom (1956)

18. Potentially serious issue
with the traditional
model

19. Potentially serious issue
with the traditional
model

20. Potentially serious issue
with the traditional
model

21. COGNITIVE Potentially serious issue
LOAD with the traditional
model

22. COGNITIVE Potentially serious issue
LOAD with the traditional
model
ACCESSIBILITY
OF HELP

24. Students have the GREATEST accessibility to
expert learner/content domain expert during the
tasks of LOWEST cognitive complexity.

25. Students have the GREATEST accessibility to
expert learner/content domain expert during the
tasks of LOWEST cognitive complexity.
Students work on tasks of GREATEST cognitive
complexity and DEEPEST learning when
instructor is LEAST accessible.

26. Students have the GREATEST accessibility to
expert learner/content domain expert during the
tasks of LOWEST cognitive complexity.
Students work on tasks of GREATEST cognitive
complexity and DEEPEST learning when
instructor is LEAST accessible.
False sense of mastery

27. Students have the GREATEST accessibility to
expert learner/content domain expert during the
tasks of LOWEST cognitive complexity.
Students work on tasks of GREATEST cognitive
complexity and DEEPEST learning when
instructor is LEAST accessible.
False sense of mastery
Disengagement

28. Students have the GREATEST accessibility to
expert learner/content domain expert during the
tasks of LOWEST cognitive complexity.
Students work on tasks of GREATEST cognitive
complexity and DEEPEST learning when
instructor is LEAST accessible.
False sense of mastery
Disengagement
Academic dishonesty

29. Students have the GREATEST accessibility to
expert learner/content domain expert during the
tasks of LOWEST cognitive complexity.
Students work on tasks of GREATEST cognitive
complexity and DEEPEST learning when
instructor is LEAST accessible.
False sense of mastery
Disengagement
Academic dishonesty
Shallow learning

30. Why is the traditional
classroom model traditional?

31. Why is the traditional
classroom model traditional?

32. COGNITIVE
LOAD
ACCESSIBILITY
OF HELP

33. COGNITIVE
LOAD
ACCESSIBILITY
OF HELP

34. COGNITIVE ACCESSIBILITY
LOAD OF HELP

35. THE INVERTED CLASSROOM
MODEL

36. By “inverting” the classroom we mean:
TRANSMISSION ASSIMILATION
In class Outside of class

37. By “inverting” the classroom we mean:
ASSIMILATION
TRANSMISSION
In class Outside of class

38. By “inverting” the classroom we mean:
ASSIMILATION TRANSMISSION
In class Outside of class

39. TRANSMISSION

40. BEFORE
CLASS:
TRANSMISSION

41. BEFORE
CLASS:
TRANSMISSION

42. BEFORE
CLASS:
TRANSMISSION

43. BEFORE
CLASS:
TRANSMISSION

44. BEFORE
CLASS:
TRANSMISSION

45. IN CLASS:

46. IN CLASS:

47. The basic inverted classroom workflow

48. The basic inverted classroom workflow
GIVEN:
Print/video resources for basic information
List of clearly-stated learning objectives
Exercises on basic skills

49. The basic inverted classroom workflow
GIVEN:
Print/video resources for basic information
List of clearly-stated learning objectives
Exercises on basic skills
On to the next topic
Viewing/reading for Guided practice for
basic information basic skills
INTO THE CLASS MEETING
Quiz
ASSIMILATION
(to reinforce individual Further problems/HW
PROBLEMS
mastery)

50. CASE STUDY:
COMPUTER TOOLS FOR
PROBLEM SOLVING

51. CMP 150: Computer Tools for Problem Solving
Franklin College
1‐credit intro to MATLAB and programming for students going
on to Calculus III and Linear algebra

52. CMP 150: Computer Tools for Problem Solving
Franklin College
1‐credit intro to MATLAB and programming for students going
on to Calculus III and Linear algebra
!"#$"%&$'"()*$"+%#,%&$-.'/)"%(&#),&)%
'()*+,(-,.//0)-$
%&#$ 0)1,($1($23$
40,51*56/6516,$277$
!"#$

53. CMP 150: Computer Tools for Problem Solving
Franklin College
1‐credit intro to MATLAB and programming for students going
on to Calculus III and Linear algebra
!"#$"%&$'"()*$"+%#,%&$-.'/)"%(&#),&)% !"#$%&'$('&)*+,-)&')"./-0'!12314'
5$*%&,'")'6%"-.7/-'8$77,0,'
("
'"
&"
'()*+,(-,.//0)-$
%&#$ 0)1,($1($23$ %"
$"
40,51*56/6516,$277$
!"#$ #"
!"
)*+," 56678,9" -./0,1.234" 56678,9" <7,1,=/.+@" A/0,+"
-./0,1.234" -./0:"%;$" <9*3.2?=" -./0:"=?/" <9*3.2?="
<=>8=,,+8=>" ,=>8=,,+8=>"

54. CMP 150: Computer Tools for Problem Solving
Franklin College
1‐credit intro to MATLAB and programming for students going
on to Calculus III and Linear algebra
!"#$"%&$'"()*$"+%#,%&$-.'/)"%(&#),&)% !"#$%&'$('&)*+,-)&')"./-0'!12314'
5$*%&,'")'6%"-.7/-'8$77,0,'
("
'"
&"
'()*+,(-,.//0)-$
%&#$ 0)1,($1($23$ %"
$"
40,51*56/6516,$277$
!"#$ #"
!"
)*+," 56678,9" -./0,1.234" 56678,9" <7,1,=/.+@" A/0,+"
-./0,1.234" -./0:"%;$" <9*3.2?=" -./0:"=?/" <9*3.2?="
<=>8=,,+8=>" ,=>8=,,+8=>"
Liberal arts focus: Lifelong learning, intellectual self‐
feeding, problem solving, technical analysis of problems

55. Tools for work in CMP 150

56. Tools for work in CMP 150
Guided Practice
Overview
List of competencies
Screencast links
Tasks to perform

57. Tools for work in CMP 150
Guided Practice
Overview
List of competencies
Screencast links
Tasks to perform
Clicker quiz

58. Tools for work in CMP 150
Guided Practice
Overview
List of competencies
Screencast links
Tasks to perform
Clicker quiz
Lab Problem Sets

59. Tools for work in CMP 150
Guided Practice
Overview
List of competencies
Screencast links
Tasks to perform
Clicker quiz
Lab Problem Sets
Also: Student projects, final exam

60. A week in the life of CMP 150
Lab Problem Set
from Wednesday
due by 11:00 PM
One task from QUIZ at beginning of class
New Guided Guided Practice LAB PROBLEM SETS during class
Practice assigned due ROUGH DRAFT due at end of class
rs
s
s
s
on
n
t
ed
ed
i
e
Sa
u
Fr
Su
Tu
M
Th
W
W
Watch screencasts Finish GP tasks, rewatch screencasts,
and work GP tasks office hours/email
Example of a typical cycle at the class blog

61. CASE STUDY:
CALCULUS III

62. Problem: Train students on MATLAB 3D visualization
functionality without taking up too much class time.

63. Problem: Train students on MATLAB 3D visualization
functionality without taking up too much class time.

64. TOOLS AND PRACTICES FOR
THE INVERTED CLASSROOM

65. Video podcast / screencast creation

66. Video podcast / screencast creation
Jing

67. Video podcast / screencast creation
Jing Camtasia

68. Video podcast / screencast creation
Jing Camtasia
WACOM tablet

69. Video podcast / screencast creation
Jing Camtasia
WACOM tablet Keynote

70. Pre‐existing video resources

71. Pre‐existing video resources

72. Pre‐existing video resources

73. Pre‐existing video resources

74. Video hosting and access

75. Video hosting and access

76. Video hosting and access

77. Video hosting and access

78. CREATING EFFECTIVE GUIDED
PRACTICE

79. CREATING EFFECTIVE GUIDED
PRACTICE
• Givestudents a sense of what’s ahead and where it fits with
what they know

80. CREATING EFFECTIVE GUIDED
PRACTICE
• Givestudents a sense of what’s ahead and where it fits with
what they know
• Organize around minimal amount of important ideas

81. CREATING EFFECTIVE GUIDED
PRACTICE
• Givestudents a sense of what’s ahead and where it fits with
what they know
• Organize around minimal amount of important ideas
• Give sufficient but not onerous amount of out-of-class work

82. CREATING EFFECTIVE GUIDED
PRACTICE
• Givestudents a sense of what’s ahead and where it fits with
what they know
• Organize around minimal amount of important ideas
• Give sufficient but not onerous amount of out-of-class work
• Set up clear competencies to master by class time

83. CREATING EFFECTIVE GUIDED
PRACTICE
• Givestudents a sense of what’s ahead and where it fits with
what they know
• Organize around minimal amount of important ideas
• Give sufficient but not onerous amount of out-of-class work
• Set up clear competencies to master by class time
• Design
small number of tasks that guide through those
competencies

84. QUIZZES

85. QUIZZES
• Short, inexpensive

86. QUIZZES
• Short, inexpensive
• Purpose: Individual
accountability

87. QUIZZES
• Short, inexpensive
• Purpose: Individual
accountability
• Clickers allow instant
feedback and grading that
can be addressed right away
in the class

88. CMP 150
Quiz for March 16

89. Instructions
• This quiz consists of 4 multiple choice
questions and one short answer question.
• Use the clickers to answer the multiple choice
questions and the notecard to respond to the
short answer question.
• You will have up to one minute to answer
each multiple choice question.
• You may use MATLAB at any time, although
it will take less time to answer conceptually.

90. Question 1
What should go in the blank in order to have the FOR
loop start the counter at 0, increment by 20, and end
at 100?
for i = _____________
(A) linspace(0, 100, 20)
(B) 0:5:100
(C) 0:20:100
(D) 0:100:20
(E) 20:0:100

91. Question 2
What MATLAB term always ends a FOR
loop?
(A) END
(B) FINISH
(C) ROF
(D) STOP
(E) No ending term is necessary

92. Question 3
The code on the left constructs a vector
v. What does MATLAB return if you type
v(3) after running the code?
v = [ ];
(A) 0
for i = 0:2:10 (B) 3
v = [v i];
end (C) 4
(D) 6
(E) An error message

93. Question 4
sum = 0; What is the value of sum
for i = 2:1:10
after running the code on
if isprime(i) the left?
sum = sum + 1; (A) 0
end
end (B) 4
Reminder: ISPRIME(n) is 1 if (C) 10
n is a prime number and 0
otherwise. (D) 17
Prime numbers less than 20: (E) An error message occurs
2, 3, 5, 7, 11, 13, 17, 19.

94. Question 5
(Short Answer; 1 point)
What’s one question you have remaining
after this week’s videos, Guided Practice,
and Quiz?
Write your question down on the notecard
along with your name.

95. IMPACT ON STUDENTS

96. RESPONSES FROM CMP 150 ALUMNI SURVEY,
FALL 2010

97. RESPONSES FROM CMP 150 ALUMNI SURVEY,
FALL 2010
How to solve a problem by writing an
algorithm and how to think about a
problem logically.
Being able to use the help in MATLAB
effectively. I never used the help section
in a program before.

98. RESPONSES FROM CMP 150 ALUMNI SURVEY,
FALL 2010
How to solve a problem by writing an
algorithm and how to think about a
problem logically.
Being able to use the help in MATLAB
effectively. I never used the help section
in a program before.
I learned that discovering things on my own
is generally more beneficial than having
things spelled out.

99. !"#$%&'()'*+,-$."$-")$)/'$012314$ !"#$%&'()'*+,-$."$-")$)/'$012314$
5)/+$6*$012$789:$ ")+/5.'$"%$012$6789$
'" '"
&" &"
%" %"
$" $"
#" #"
!" !"
()*+" 3-.*)/0)-12+" 4)01*52" 6*)/0)-12+" ()*+".*)/0)-12+" ()*+" 3-.*)/0)-12+" 4)01*52" 6*)/0)-12+" ()*+".*)/0)-12+"
,-.*)/0)-12+" ,-.*)/0)-12+"
!"#$%&'(")*+,-$,&(*#"."#*
'"
!"#$%&%'()%*+$',-$+".$,'/.01%$-%#$
&"
230**2$451".65$1%,70-6$"1$)0%#0-6$810-4$
,-7$)07%"$1%2".1'%29$
%"
)"
("
$" 9:2;"<=>?=@"
'"
#" 9:2;"./0A,2)*B":-"C)-)*35"2/" &"
B/5D)"032;"A*/45)0B"
%"
!" $"
#"
"
"
"
"
5"
5)
5)
5)
5)
2*3
4
4
4
4
23
23
23
23
,
7)
!"
*
*
*
*
1/
1/
1/
1/
/0
/0
0
0
./
8/
-.
-.
*+,-"./+0+123+4-" 5/+0+123+4-" 6+78,94" :0+123+4-" *+,-"+0+123+4-"
6-
+",
+",
*
*
()
()

100. Motivated Strategies for Learning Questionnaire*
Please rate the following items based on your behavior in this class. Your rating should be on a 7
-
point scale where 1= not at all true of me to 7=very true of me .
1. I prefer class work that is challenging so I can learn new things.
2. Compared with other students in this class I expect to do well
3. I am so nervous during a test that I cannot remember facts I have learned
4. It is important for me to learn what is being taught in this class
5. I like what I am learning in this class
6. I’m certain I can understand the ideas taught in this course
7. I think I will be able to use what I learn in this class in other classes
8. I expect to do very well in this class
9. Compared with others in this class, I think I’m a good student
10. I often choose paper topics I will learn something from even if they require more
work
11. I am sure I can do an excellent job on the problems and tasks assigned for this
class
12. I have an uneasy, upset feeling when I take a test
Pilot study: Current CMP 150 class, pre/post test with
13. I think I will receive a good grade in this class
14. Even when I do poorly on a test I try to learn from my mistakes
MSLQ; preliminary data in May 2011
15. I think that what I am learning in this class is useful for me to know
16. My study skills are excellent compared with others in this class
17. I think that what we are learning in this class is interesting

101. FOR MORE INFORMATION

102. Cannod, G., Burge, J., and Helmick, M. “Using the
inverted classroom to teach software engineering”.
http://drcmia.ohiolink.edu/bitstream/handle/2374.MIA/
206/fulltext.pdf
Lage, M. J.,Platt, G. J. & Treglia, M. “Inverting the
classroom: A gateway to creating an inclusive learning
environment”. Journal of Economic Education, 30(1):
2000.
McShea, J. “The Inverted Classroom”, http://
www.hg2s.com/blog/tag/inverted-classroom/
McDaniel, S., forthcoming article in Journal of
Developmental Education

103. http://blog.ted.com/2011/03/09/lets-use-video-to-reinvent-
education-salman-khan-on-ted-com/