Mathematics Colloquium
Robert Talbert
Grand Valley State University
Title: Flipped learning in theory and practice for mathematics
Date: Friday, January 10, 2020
Place and Time: Room 101, Love Building, 3:35-4:25 pm
Refreshments: Room 204, Love Building, 3:00 pm
Abstract. Students learn best in an environment where they can construct their own understanding of the concepts being studied, through challenging active work and interaction with the instructor and other learners. How can instructors build and maintain such an environment where active learning, challenging work focused on the most important ideas, and robust interaction with others is the norm? Flipped learning offers a model for doing so. Flipped learning is a pedagogical model in which learners get first contact with new concepts through guided, structured self-teaching activities prior to group interaction, and time for group interaction is therefore focused on more advanced tasks done in a challenging, collaborative setting. Arising out of the pedagogical needs of several groups of higher education instructors in the early 1990's, flipped learning has enjoyed rapid adoption and success across a wide range of secondary and higher education settings. In this talk, we will trace the origins of flipped learning, present a framework for flipped learning based in self-determination theory, and illustrate a real life implementation of flipped learning in a university Calculus course.