Flipping Math: Redesigning Developmental Math Courses for Success

Broward College Presenters:Kelli Hammer, Professor and Developmental Ed. Coordinator of MathematicsAlan Lebovitz, Associate Dean of Mathematics – North CampusJoyce Nemeth, Associate Dean of Mathematics – South Campus

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

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.

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

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

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

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

Evolution of Math RedesignProgram 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”

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

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

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

Implementation and LogisticsSample Scheduling

Course Session Instructor Start Time End Time Days

Pre-Algebra 2 Hammer 12:30 PM 1:45 PM MTWRElem. Algebra 4 Hammer 12:30 PM 1:45 PM MTWR

Elem. Algebra 2 Lucke 11:00 AM 12:15 PM MTWRInterm. Algebra 4 Lucke 11:00 AM 12:15 PM MTWR

Interm. Algebra 2 Castillo 2:00 PM 3:15 PM MTWRCollege Algebra 4 Castillo 2:00 PM 3:15 PM MTWR

Elem. Algebra 2 Macfarlane 6:30 PM 9:15 PM MWInterm. Algebra 4 Macfarlane 6:30 PM 9:15 PM MW

College Algebra 2 Amato 9:30 AM 10:45 AM MTWR

Elem. Algebra 4 Mancini 9:30 AM 10:45 AM MTWR

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.

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

BC’s “Flipped” Method - AssessmentClass 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

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

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

Pre-Alg Beg. Alg. Int. Alg Col. Alg0%

10%

20%

30%

40%

50%

60%

70%

56%

41%

50%

59%66%

50%

62%66%

Course Pass Rates (ABC) 2013 & 2014 Academic Years

TraditionalFlipped

n=1988n=12023n=4989

n=3565n=14399

n=2748n=15350

n=1326

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

Pre-Alg Beg. Alg. Int. Alg Col. Alg0.0%

2.0%

4.0%

6.0%

8.0%

10.0%

12.0%

14.0%

16.0%

10.9%

12.9%

15.5% 15.6%

8.9% 9.4% 9.3%10.6%

Course Withdraw Rates 2013 & 2014 Academic Years

TraditionalFlipped

n=1988n=12023n=4989

n=3565n=14399

n=2748n=15350

n=1326

Evidence: Are subsequent course pass rates higher?

Yes, significantly higher (p < .05), except for College Alg.

Pre-Alg Beg. Alg. Int. Alg Col. Alg-10%

0%

10%

20%

30%

40%

50%

60%

70%

43%

54%

63%

50%51%

65% 67%

51%

Subsequent Course Pass Rates (ABC) within next two major terms 2013 Academic Year

TraditionalFlipped

n=605n=2754n=1781

n=846n=3471

n=874n=4465

n=443

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

Questions?Kelli Hammer – khammer@broward.eduAlan Lebovitz – alebovit@broward.eduJoyce Nemeth – jnemeth@broward.edu