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Flipping an AP Statistics Class

Flipping an AP Statistics Class. Joel Evans jevans3@hatboro-horsham.org www.hatboro-horsham.org/evans. http://www.knewton.com/flipped-classroom/. My Story. This is my 2 nd year teaching AP Statistics. We use The Practice of Statistics 2e

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Flipping an AP Statistics Class

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  1. Flipping an AP Statistics Class Joel Evans jevans3@hatboro-horsham.org www.hatboro-horsham.org/evans

  2. http://www.knewton.com/flipped-classroom/

  3. My Story • This is my 2nd year teaching AP Statistics. We use The Practice of Statistics 2e • My school is on a block schedule. The AP Stats class is a year long course, however in the Fall, we meet every OTHER day for 80 min. In the Spring, we meet EVERY day for 80 min. • Last year, I taught using a traditional style. In-class lectures followed by practice problems, or group activities. • At the end of each semester, we are required to give our students a class evaluation survey. The number one complaint both semesters, was that I used too many powerpoints.

  4. This year • I decided to try a “flipped” classroom model for at least the first semester. • After the AP Exam last year, I went back and took a long, hard look at all my notes and powerpoints. • First, I converted them to the Cornell Method (yet another initiative at our school! Don’t get me started!) • Then, I revised my powerpoints to ensure that they matched the notes pages. (Last year, I was pulling powerpoints and lecture notes from all over the place, so they were a bit of a mish-mash)

  5. This year • Next, I use the recorder feature of the Smart Notebook software to record my lectures. I borrowed (stole) a headset with a microphone from Bob Lochel. I also use an Intellislate, which allows me to write on the powerpoints as I am talking. • I upload my videos to two places: • 1. YouTube • 2. Screencast.com • I then post them on my website

  6. YouTube – Pros: Probably the easiest of any to get started. YouTube allows for easy distribution. Cons: Initial user accounts have a 15-minute limit which then gets bumped up as you build your video library.  Also, YouTube doesn’t allow for downloads, nor does it provide an RSS feed for the iTunes store. Screencast.com – Pros: Free account for new users with 2GB of storage and 2GB of monthly streaming bandwidth allowed.  It also provides an RSS feed so you can submit your library to be distributed through iTunes.  You can also organize by folders to share some content, but keeping other content private.  Cons: If you have a large viewership or a large library, 2GB might not be enough.  A paid account is $100/yr and upgrades to 200GB monthly bandwidth and 25GB storage space.  Also, the RSS feed is only for the 15 or 16 most recent uploads, so iTunes only holds the most recent items rather than the entire library. Vimeo – Pros: HD video, no upload length limits, and no bandwidth limits.  Cons: You can only upload 500MB/week.  If you have a heavy week of posting, you might not be allowed to post your content.  There are also issues with the RSS feed to iTunes, so posting in the store can be touchy. http://www.brianbennett.org/learn/teachers/flipping-the-class/

  7. How does it work? • Using Chapter 6 as an example. • I handed out the Notes packet before Christmas break and their only assignment was to watch the 3 Probability Videos and take notes to be ready for class last Wednesday. • On Wednesday, I opened the class with the Spinning Coins activity that I got from Doug Tyson at ATMOPAV. • Then I had them do 8-10 problems from the textbook with their groups while I circulated. Their HW was to finish the group problems and I threw in a couple of more problems.

  8. How does it work? • The rest of the chapter will be modeled the same way. • Every class has a portion of the period devoted to textbook problems • The rest of the period, will be spent doing FRAPPY’s, interesting group activities, STATO games, SMART Response reviews, etc. • HW will be a few selected textbook problems.

  9. What have I learned? • It is a lot of work, but I love not lecturing in class! • Kids take more and better notes from the videos. • Shorter videos are better. I try to keep mine to less than 20 minutes. I am not always successful with that. • Humor works well. Kids favorite video so far was my review of Exponential Growth. Check it out.

  10. What’s next? • Make videos for Chapters 7 – 12. • Instead of lecture videos, start switching to demo videos. For example, a 2 proportion z-test problem from start to finish. • Posting on Edmodo and having kids comment on them. SCARY!! • Having kids make their own videos? • Write a grant to purchase CAMTASIA and setup a “flipping” studio for our Math Department.

  11. Helpful sites An article on 4 free tools that can be used with flipping. http://thejournal.com/articles/2012/12/12/4-no-cost-tools-for-educators.aspx?admgarea=Features1 Teacher websites from people way more experienced at this: • http://www.brianbennett.org/ • http://www.youtube.com/user/BabelMath?feature=guide • http://www.youtube.com/user/mporinchak/videos

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