Integrated Science Education @ Georgia Tech

Flipping the Classroom in Math

Klara Grodzinsky is an award winning instructor and has been at Georgia Tech since 1997. She regularly teaches large lecture class such as Calculus, Finite Math and Linear Algebra. This semester she is reducing the amount of time she spends lecturing in favor of a "flipped" format in which class time is spent on problem solving and discussion. We asked Klara a few questions about how it has been going and here are her responses:

How has flipping the classroom run for you this semester? What do you have students do outside of class? What have you been doing in class?

Feedback from the students so far has been very positive. Outside of class, students read from the textbook prior to each lecture and complete a reading assignment to help them hone in on the important concepts of each section. Reading assignments are collected at the beginning of each lecture period. During the lecture time, the students complete worksheets based on the material they had read for that day. My class is more of a "semi-flip" as I do give brief instruction throughout the class--we'll discuss a topic, then work a problem. One of my TAs has been attending lecture to help me field questions while students attempt the problems on the worksheets. Students are given extra participation points for posting their solutions on the document camera or on the whiteboard. In the recitation sections, students bring their laptops and work problems from MyMathLab with TA supervision. If the assignment is not completed during class, they can finish it for homework.

Why did you decide to flip your class?

I tried this approach in the Summer 2013 term with Precalculus and found it to be extremely rewarding to all participants. The students were always engaged in the class, and I knew the students and their abilities much better. I also felt like the flipped approach helped the weaker students by providing them with supervision during the problem solving process. My class performed well, and so I wanted to try this format again in a larger classroom environment.

How are your students responding to the flipped class format?

The students are more engaged during class than ever before. They like having worksheets and enjoy the chance to try problems on their own during class time. I feel this class format has also made students more comfortable asking questions, both inside and outside the classroom. It's too soon, though, to see if this method is improving their performance.

Do you have any advice for people who are considering flipping their classes?

Running a flipped class takes a lot of preparation time, especially the first time you try this method. But the classroom experience is much more stimulating. You immediately see how well the students are understanding the material, and you can tailor the discussion to those points that need more instruction. I would strongly recommend using a scale-up room for this type of course. Teaching with this method in a rigid lecture hall has been a challenge, as the furniture neither accommodates group work nor a facilitator who wants to circle the room.