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Flipping Math: Redesigning Developmental Math Courses for Success Broward College Presenters: Kelli Hammer, Professor and Developmental Ed. Coordinator.

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Presentation on theme: "Flipping Math: Redesigning Developmental Math Courses for Success Broward College Presenters: Kelli Hammer, Professor and Developmental Ed. Coordinator."— Presentation transcript:

1 Flipping Math: Redesigning Developmental Math Courses for Success Broward College Presenters: Kelli Hammer, Professor and Developmental Ed. Coordinator of Mathematics Alan Lebovitz, Associate Dean of Mathematics – North Campus Joyce Nemeth, Associate Dean of Mathematics – South Campus

2 Workshop Overview  Broward College - who we are  Why Math Redesign/flipped model?  Evolution and implementation of our flipped model  Specifics of BC’s flipped model – Facilitation, Standardization, Assessment  Evidence of success

3 Broward College  Third largest of 28 colleges in the Florida College System  Three major campus with six centers throughout the county  Over 67,000 students enrolled annually  Diverse student body  Certificates, associate degrees and select bachelor’s degrees  #3 in nation in associate degrees awarded to minority students  In the past, ~65% begin in developmental education (more than half in math). Starting in January 2014, changes in state law allow the majority of students to bypass developmental courses.

4 Why Math Redesign?  Math is the #1 obstacle for students. Students beginning in lowest level are seven times less likely to graduate than students who begin in college-level math  Path includes three math classes before a college level math course: Development Math I (Pre-Algebra), Developmental Math II (Elementary Algebra), Intermediate Algebra  In 2008, mathematics faculty and Associate Deans met to discuss how to redesign our developmental math classes to enhance student success  Main inspiration came from Beyond Crossroads, which emphasized the idea of “flipping the classroom”  Change classes from instructor-based lecture to classes in which the students are actively engaged in the learning process with peer learning

5 Why Math Redesign?  Faculty attended conferences and visited other colleges to learn about various redesign and/or emporium models of instruction and concluded: o students learn by doing o students work better collaboratively o attention spans aren’t what they used to be  Used what they learned and the flipped classroom idea to adopt new model with: o video mini lectures o in-class, collaborative assignments in the form of worksheets o homework assignments to be completed online

6 Why Math Redesign?  This model was adopted for the three courses in the pre-general education math pathway and college algebra  Goal of acceleration was added  Classes were designed to meet four days a week during two 8-week sessions (Sessions 2 and 4) as opposed to the traditional two days a week classes during a 16-week semester  This allowed students to complete two courses in a single semester

7 Evolution of Math Redesign  Initial pilot phase was from Fall 2009 through Winter 2012 (six major semesters)  First year included software trials before agreeing on ALEKS.  Faculty piloted various homework management systems (HMS)  Each campus and instructor used at least two different systems over a 1-year pilot  ALEKS was selected unanimously as the permanent HMS.  During the second and third years, faculty developed standardized course shells (formerly Blackboard, currently Desire2Learn) containing common:  Syllabi  Classwork  Course pacing  Tests  Video lecture sources  Grading system/point distribution  Lecture/class notes  ALEKS content

8 Evolution of Math Redesign  Program was scaled up starting in Fall 2012 with a 151% increase in course offerings from the previous Fall semester (35 to 88). The total number of sections for the current Fall semester is 126.  During the scale-up period, faculty continued to update course shells and meet on a regular basis to discuss and implement improvements  Faculty are now encouraged to personalize the daily lecture, worksheets and/or tests to “make the class their own”

9 Implementation and Logistics  Initially, the only faculty who taught flipped redesign classes were the ones who were involved in its development  In subsequent semesters, additional faculty were recruited by the Associate Deans on all campuses to participate, starting with a mentor/mentee program  These faculty observed multiple flipped redesign classes to witness first-hand the implementation of the program  Expanded by having the Associate Deans personally invite faculty to teach flipped redesign classes

10 Implementation and Logistics  Multiple training sessions on all campuses assisted faculty with the transition into this modality, including the use of ALEKS, course shells and proper classroom implementation  Informal observations conducted by Associate Deans and faculty mentors to assure that the model was being followed correctly  Meetings with Associate Deans and faculty mentors to address faculty concerns and correct deviations from the model

11 Implementation and Logistics  Originally, faculty were scheduled to teach the same course in both sessions to make it easier for faculty to adjust to the new modality  Changed to scheduling sequential courses in consecutive sessions to allow students who passed the first course to move seamlessly into the second course  Registration in the second course of a two course cohort is restricted so all students enrolled in the first course can register for the second  Most meet four days a week but some are now scheduled for two days a week to meet students’ and faculty needs  Additional standalone classes were added as needed

12 Implementation and Logistics Sample Scheduling CourseSessionInstructorStart TimeEnd TimeDays Pre-Algebra2Hammer12:30 PM1:45 PMMTWR Elem. Algebra4Hammer12:30 PM1:45 PMMTWR Elem. Algebra2Lucke11:00 AM12:15 PMMTWR Interm. Algebra4Lucke11:00 AM12:15 PMMTWR Interm. Algebra2Castillo2:00 PM3:15 PMMTWR College Algebra4Castillo2:00 PM3:15 PMMTWR Elem. Algebra2Macfarlane6:30 PM9:15 PMMW Interm. Algebra4Macfarlane6:30 PM9:15 PMMW College Algebra2Amato9:30 AM10:45 AMMTWR Elem. Algebra4Mancini9:30 AM10:45 AMMTWR

13 BC’s “Flipped” Method - Facilitation  Instructors are facilitators of learning rather than traditional lecturers  Brief videos are shown or mini lectures are conducted  Students do a classwork assignment each day to reinforce the skill(s) just learned. Approximately 40% of class time is spent on worksheets  Students work collaboratively with their peers and receive assistance from the instructor  Students use technology to do their homework. This allows the faculty to monitor students’ progress and use intervention strategies.

14 BC’s “Flipped” Method - Standardization  Syllabus, course schedule and pacing, daily lessons, class work, grading system (samples in your handout)  This ensures all students, no matter the instructor, will receive the same quality and quantity of instruction  Curriculum of each course is consistent and matches our Broward College outlines to guarantee coverage of all of the Developmental Education Florida State Competencies




18 BC’s “Flipped” Method - Assessment  Class work is graded and returned to students at the next class meeting. Commonly missed questions are reviewed  ALEKS provides immediate feedback on each question and continuously reassesses students at various intervals  Students are assessed and graded using a variety of methods which helps the “poor test-taker”  The developmental and gateway courses have college- wide departmental cumulative final exams

19 BC’s “Flipped” Method - Bonuses  Students are more active learners  Readiness levels are verified in initial assessment in ALEKS  ALEKS is personalized, based on mastery, and has remediation built in  In ALEKS, students work towards goal completion and visualize their progress, not just “do homework”  Units in ALEKS are cumulative so students can run but not hide from a topic a/k/a “roll-over minutes”  Students are exposed to the necessary study habits to be successful in a math course  Textbook is not required, so students save money

20 Evidence: Are pass rates higher? Yes, significantly higher (p <<.001)!

21 Evidence: Are withdraw rates lower? Yes, significantly higher (p <.005)!

22 Evidence: Are subsequent course pass rates higher? Yes, significantly higher (p <.05), except for College Alg.

23 Things we didn’t expect  Faculty are opting to use the flipped modality to teach 16-week, semester long classes  Offering additional courses in two 8-week cohorts  Students are requesting classes and instructors that use the flipped modality  Recent changes in Florida law require that all developmental courses be offered as accelerated, modularized, contextualized or have a college-level co-requisite. The law also allows ~75% of students to skip or ignore placement and take Intermediate Algebra  Math Redesign classes are now 100% of Pre-Algebra and Beginning Algebra sections  Use of ALEKS college-wide in Intermediate Algebra allows students with deficient skills to learn prerequisite material to be successful

24 Questions? Kelli Hammer – Alan Lebovitz – Joyce Nemeth –

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