Join the Mathematics Community of Practice session on Tuesday March 1st, from 1:30 pm -3:00 pm at the HMC campus, Room A345. Updates from the Sheridan and broader mathematics communities will be shared, as well as a presentation by Natasha Pshenitsyna, a professor in the Pilon School of Business on using the Flipped Model for teaching mathematics, specifically Business Statistics and Business Calculus and Algebra. Following Natasha’s presentation, a panel of students who study in the Bachelor of Business Administration program will provide their perspectives on the Flipped Model experience, with plenty of time for discussion.
“Flipping the classroom” has become something of a buzzword in the last several years, driven in part by high profile publications in The New York Times (Fitzpatrick, 2012); The Chronicle of Higher Education (Berrett, 2012); and Science (Mazur, 2009); In essence, “flipping the classroom” means that students gain first exposure to new material outside of class, usually via reading or lecture videos, and then use class time to do the harder work of assimilating that knowledge, perhaps through problem-solving, discussion, or debates.
Bloom’s Taxonomy (Revised)
In terms of Bloom’s revised taxonomy (2001), this means that students are doing the lower levels of cognitive work (gaining knowledge and comprehension) outside of class, and focusing on the higher forms of cognitive work (application, analysis, synthesis, and/or evaluation) in class, where they have the support of their peers and instructor. This model contrasts from the traditional model in which “first exposure” occurs via lecture in class, with students assimilating knowledge through homework; thus the term “flipped classroom.”
From: https://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/ February 18, 2016
If you have any questions, please contact Emily Brown, Professor, Pilon School of Business.
Teleconferencing is available for those who cannot attend in person. Please contact Emily for details.