FLIPPED Barbara Penprase, PhD, RN CLASSROOM FLIPPED CLASSROOM.
EF 151 Flipped Course—Fall 2018 151P Module 1 Notes.… · Tips for succeeding in a flipped...
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EF 151 Flipped Course—Fall 2018 What is a flipped course? Review of conceptual and procedural material happens “outside of class me”: You will be doing short readings and watching short videos outside of class; You will also be doing short, more simple pracce outside of class Pracce of conceptual and procedural material happens “during class me”: Your challenging pracce will be pre- sented during class, when you can ask for and receive guidance from instruconal staff Review pre-class module BEFORE class meeng Extra reading, examples if needed BEFORE class Short, simple pracce BE- FORE class; assess your basic understanding Challenging pracce in class with help of instruc- onal staff; chance to ask quesons Why are we using a flipped class? Engineers have to learn to learn on their own—we are paid to be life-long learners. So, we are going to start praccing those skills now through the flipped class- room approach. Educaonal research suggests that flipped classrooms help students achieve beer learning outcomes - so you should learn more and perform beer on exams. We want everyone to succeed in this class! This approach allows us to keep class sizes smaller! Smaller class sizes means you get the opportunity for more personal aenon. This approach encourages you to be more acve and engaged with your own learning. That’s a good thing! Tips for succeeding in a flipped classroom Expect work to be connuous throughout the semes- ter—no cramming! We will pace our learning. Show up and be present—you’ll get out of this class what you put into it Use out of class modules to your advantage—this is an opportunity to learn at your own pace Know that your educaon is everyone’s priority—Get help sooner rather than later! Give honest feedback—let me know how things are going; if something isn’t working, let me know and we will adjust! Student Expectaons Do the work outside of class—every class day! Show up to class ready to work—every class day! ASK QUESTIONS!! This only works if you come ready to ask quesons Ask for help early and oſten—you have to take respon- sibility for your learning now and let me know when something isn’t working Be ready to work hard—if you are willing to work hard in this class, you will succeed! Instructor Expectaons I will come to class every day full of energy and ready to answer your quesons I will prepare lessons and acvies for you that will help prepare you for exams I will teach you learning skills that will be helpful in this class and all your college classes I will have high expectaons of you—because I know you can achieve them and will go on to do great things! I will be here to help whenever you need it.
Transcript of EF 151 Flipped Course—Fall 2018 151P Module 1 Notes.… · Tips for succeeding in a flipped...
EF 151 Flipped Course—Fall 2018
What is a flipped course?
Review of conceptual and procedural material happens “outside of class time”: You will be doing short readings
and watching short videos outside of class; You will also be doing short, more simple practice outside of class
Practice of conceptual and procedural material happens “during class time”: Your challenging practice will be pre-
sented during class, when you can ask for and receive guidance from instructional staff
Review pre-class module
BEFORE class meeting
Extra reading, examples if
needed BEFORE class
Short, simple practice BE-
FORE class; assess your
basic understanding Challenging practice in
class with help of instruc-
tional staff; chance to ask
questions
Why are we using a flipped class? Engineers have to learn to learn on their own—we are
paid to be life-long learners. So, we are going to start practicing those skills now through the flipped class-room approach.
Educational research suggests that flipped classrooms help students achieve better learning outcomes - so you should learn more and perform better on exams. We want everyone to succeed in this class!
This approach allows us to keep class sizes smaller! Smaller class sizes means you get the opportunity for more personal attention.
This approach encourages you to be more active and engaged with your own learning. That’s a good thing!
Tips for succeeding in a flipped classroom
Expect work to be continuous throughout the semes-ter—no cramming! We will pace our learning.
Show up and be present—you’ll get out of this class what you put into it
Use out of class modules to your advantage—this is an opportunity to learn at your own pace
Know that your education is everyone’s priority—Get help sooner rather than later!
Give honest feedback—let me know how things are going; if something isn’t working, let me know and we will adjust!
Student Expectations
Do the work outside of class—every class day!
Show up to class ready to work—every class day!
ASK QUESTIONS!! This only works if you come ready to ask questions
Ask for help early and often—you have to take respon-sibility for your learning now and let me know when something isn’t working
Be ready to work hard—if you are willing to work hard in this class, you will succeed!
Instructor Expectations
I will come to class every day full of energy and ready to answer your questions
I will prepare lessons and activities for you that will help prepare you for exams
I will teach you learning skills that will be helpful in this class and all your college classes
I will have high expectations of you—because I know you can achieve them and will go on to do great things!
I will be here to help whenever you need it.
WHAT WHY QUESTIONS
SUMMARY/MAIN POINTS
In this section, you can write down “what” is being discussed
This may be:
the definition of a concept
Unit—the way we express a measurement in a way everyone can understand, an arbitrary means of express-
ing a measurement
a picture that helps you understand a particular concept
a set of equations that we talk about that relates to a concept in class
Or a procedure that we discuss to solve a certain type of problem
The step by step process you can use for solving a vector addition problem is:
1. Write everything you know in the table about the magnitude and direction of each vector
2. Compute the x and y component of each vector in your problem
3. Assign a variable to the X and Y component of the resultant vector you are trying to find
4. Add all of the x-components equal to zero and solve for the X resultant.
5. Add all of the y-components equal to zero and solve for the Y resultant.
6. Use the Pythagorean Theorem to solve for the magnitude and direction of the resultant vector.
In this section, you can write
down ‘why” this concept or
procedure is important; you
can also describe something in
your own words; you can also
add notes of what your in-
structor says that helps add
explanation
These equations are both on
the Pythagorean theorem;
The trig function you use
depends on how your angle is
drawn; it is always im-
portant to draw your right
triangle and then decide
which trig function goes
with which component based
on SOHCAHTOA
How do I know
when a value is a
scalar or a vector?
How do I know
when I need to use
vector addition and
when I can just
add numbers to-
gether?
In this section, you
can write questions
to yourself. When you
are reviewing materi-
al, you should be
thinking about when
something makes
sense and when it
does not. Try to be
active and jot down
the questions you
have in that moment.
These questions help
determine what you
should review and
what you should ask
questions about.
In this section, you should challenge yourself to summarize the 3-4 main points of a class in your own words. This is helpful for you to test your own un-
derstanding but can also be a very helpful study guide when you are planning how to study for a module exam!
HOW TO ACTIVELY TAKE NOTES!
Here is a guide you can use to make the
most of your note taking time in this class,
as well as other classes in college
WHAT WHY QUESTIONS
WHAT WHY QUESTIONS
SUMMARY/MAIN POINTS
WHAT WHY QUESTIONS
WHAT WHY QUESTIONS
SUMMARY/MAIN POINTS
x +y +
x -y +
x -y -
x
y
x
y
x
y
x
y
x +y -
WHAT WHY QUESTIONS
WHAT WHY QUESTIONS
SUMMARY/MAIN POINTS
ab
WHAT WHY QUESTIONS
WHAT WHY QUESTIONS
SUMMARY/MAIN POINTS
0
1
2
3
4
5
6
0 0.2 0.4 0.6 0.8 1 1.2 1.4
Time (sec)
-40
-30
-20
-10
0
10
20
0 0.2 0.4 0.6 0.8 1 1.2 1.4
Time (sec)
-20
-15
-10
-5
0
5
10
15
0 0.2 0.4 0.6 0.8 1 1.2 1.4
Time (sec)
WHAT WHY QUESTIONS
WHAT WHY QUESTIONS
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WHAT WHY QUESTIONS
WHAT WHY QUESTIONS
SUMMARY/MAIN POINTS
tvv
ss2
2112
221
112 tatvssa
vvss
2
21
22
12
tvv
ss2
2112
221
112 tatvssa
vvss
2
21
22
12 tvv
ss2
2112
221
112 tatvssa
vvss
2
21
22
12
tvv
ss2
2112
221
112 tatvssa
vvss
2
21
22
12
tvv
ss2
2112
221
112 tatvssa
vvss
2
21
22
12
tvv
ss2
2112
221
112 tatvssa
vvss
2
21
22
12
WHAT WHY QUESTIONS
WHAT WHY QUESTIONS
SUMMARY/MAIN POINTS
WHAT WHY QUESTIONS
WHAT WHY QUESTIONS
SUMMARY/MAIN POINTS
