Flipping Math Redesigning Developmental Math Courses for Success

Flipping Math: Redesigning Developmental Math Courses for Success Broward College Presenters: Kelli Hammer, Professor and Developmental Ed. Coordinator of Mathematics Alan Lebovitz, Associate Dean of Mathematics – North Campus Joyce 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 Desire 2 Learn) containing common: § Syllabi § Classwork § Course pacing § Tests § Video lecture sources § Grading system/point distribution § Lecture/class notes § ALEKS content

Evolution of Math Redesign § Program 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 Logistics Sample Scheduling Course Session Instructor Start Time End Time Days Pre-Algebra Elem. Algebra 2 4 Hammer 12: 30 PM 1: 45 PM MTWR Elem. Algebra Interm. Algebra 2 4 Lucke 11: 00 AM 12: 15 PM MTWR Interm. Algebra College Algebra 2 4 Castillo 2: 00 PM 3: 15 PM MTWR Elem. Algebra Interm. Algebra 2 4 Macfarlane 6: 30 PM 9: 15 PM MW 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 - Assessment § Class 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 collegewide 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? ü Yes, significantly higher (p <<. 001)! Course Pass Rates (ABC) 2013 & 2014 Academic Years 70% 66% 60% 50% 62% 57% 50% 40% 66% 59% 50% 41% Traditional 30% 20% Flipped n=4989 n=1988 n=12023 n=3565 n=14399 n=2748 n=15350 n=1326 10% 0% Pre-Alg Beg. Alg. Int. Alg Col. Alg

Evidence: Are withdraw rates lower? ü Yes, significantly higher (p <. 005)! Course Withdraw Rates 2013 & 2014 Academic Years 16, 0% 12, 9% 12, 0% 10, 0% 15, 6% 15, 5% 14, 0% 10, 9% 9, 4% 8, 9% 8, 0% 10, 6% 9, 3% Traditional Flipped 6, 0% 4, 0% n=4989 n=1988 n=12023 n=3565 n=14399 n=2748 n=15350 n=1326 2, 0% 0, 0% Pre-Alg Beg. Alg. Int. Alg Col. Alg

Evidence: Are subsequent course pass rates higher? ü Yes, significantly higher (p <. 05), except for College Alg. Subsequent Course Pass Rates (ABC) within next two major terms 2013 Academic Year 70% 65% 60% 50% 40% 51% 67% 54% 50% 51% 43% Traditional 30% 20% 63% n=1781 n=605 n=2754 n=846 n=3471 n=874 n=4465 n=443 10% 0% Pre-Alg Beg. Alg. Int. Alg Col. Alg Flipped

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. edu Alan Lebovitz – alebovit@broward. edu Joyce Nemeth – jnemeth@broward. edu