Tips for Success in Flipped Classrooms + OMG BABY!!!

I give my standard "what to tweak" spiel for when students ask how to be more effective in my flipped classrooms.

1) Engaging with the Videos. I've noticed in my analytics that the number of students watching videos has died down a bit in the last few weeks. I consider watching the preclass videos as an essential component of the class, even if you have done Calculus before. The flip class is entirely designed around building off of that video foundation and the many little details put into the videos are important. So make sure you carve out the time. A few other details:

a) Take good quality notes, notes you can use in class and in your studying. Pause to make them great, or wait until the end to make them.
b) Do a "blind summary" shortly afterwards AND the next morning. That is, take only a couple minutes to mentally summarize the big point, the major definitions, and the key steps of the video. If you struggle to summarize it immediately after you should go back and answer those questions. If you struggle to summarize it just before class, consult your beautiful notes.
c) I'm going to start listing a worked problem or two per section from the textbook to try per section. If you are feeling that you aren't coming to class fully prepared to tackle the worksheets, trying one of these problems and then reading the textbook's solution can help bridge that gap

2) After Class: While in class, you can circle any problem you are not 100% on. Then, several days later, sit down and try those problems again, reading the posted solutions to the worksheet problems if necessary.

3) WebAssign as an assessment: Treat WebAssign like it's the test. You've already reviewed the worksheet. You've already tried the PRACTICE WebAssign. Don't be tempted down the "dark side" of solving WebAssign problems by looking up related problems and then translating them. Genuinely try them yourself. If you don't get it, it signals to you that you haven't yet mastered the content.

A lot of these ideas are based on two things we know from the literature on how students learn. Firstly, "spaced retrieval practice" is better than "mass practice". That is, spread your learning out in time in lots of little engagements vs cramming it all in right before the test. Secondly, work on active "sense-making" vs passive learning. Don't just ask WHAT it is I do to solve a problem, ask WHY I do the things. Try to conceptualize and categorize those big ideas and actively construct new knowledge out of old knowledge. For instance, if you only watch a video, that is a passive experience. You are mentally verifying what I say makes sense, but not constructing the knowledge yourself. When you create your own notes (not just a transcription), when you mentally summarize the big idea, that is you constructing the knowledge yourself.

This video is part of a Calculus course taught by Dr. Trefor Bazett at the University of Cincinnati.

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[hanshearth]

Congratulations Trefor, you the MVP... Your kids have an amazing father...

[Rogue_Art]

Another thing to add would be the mindset. A lot of us college students are so focused on our GPA that we forget that the goal is to develop long-term understanding. Approaching math or any subject really, with the goal to simply understand not only lowers stress and anxiety from high expectations you put on yourself (e.g. "I have to get an A on this test"), but it also improves your GPA more because you come in with a clear mind and a strong understanding of the material.

[joanapaulasoliveira]

There was no way to pay any attention to anything you say after this precious baby was brought to the scene. :) By the way, I want to thank you for this Calculus series. I'm trying to catch up with all I could not "make active sense" while learning in University classes. You are an awesome Teacher.

[rvmishra]

1:50 "if you are not, that's wonderful"