Flip your classroom: Reach every student in every class every day

Toward a set of design principles for mathematics flipped classrooms: A synthesis of research in mathematics education

In this open access edited volume, international researchers of the field describe and discuss the systematic review method in its application to research in education. Alongside fundamental methodical considerations, reflections and practice examples are included and provide an introduction and overview on systematic reviews in education research.; Open Access With contributions from international experts First volume with a special focus on systematic reviews in educational research Contains practical examples Takes ethical considerations into account.

Systematic Reviews in Educational Research: Methodology, Perspectives and Application

This paper seeks to contribute to a reputable evidence base for required competencies across different topics in statistics and probability (statistical topics) in preparing medical graduates for clinical practice. This is in order to inform the prioritization of statistical topics within future undergraduate medical curricula, while exploring the need for preparing tomorrow’s doctors to be producers, and not merely consumers, of statistics. We conducted a comprehensive online survey from July 2013 to August 2014 for a target group of 462 medical graduates with current or prior experience of teaching undergraduate medical students of the University of Edinburgh of whom 278 (60.2%) responded. Statistical topics were ranked by proportion of respondents who identified the practice of statistics, performing statistical procedures or calculations using appropriate data, as a required competency for medical schools to provide in preparing undergraduate medical students for clinical practice. Mixed effects analyses were used to identify potential predictors for selection of the above competency and to compare the likelihood of this selection for a range of statistical topics versus critical appraisal. Evidence was gleaned from medical graduates’ experiences of clinical practice for the need for, not only a theoretical understanding of statistics and probability but also, the ability to practice statistics. Nature of employment and statistical topic were highly significant predictors of choice of the practice of statistics as a required competency ((F = 3.777, p < 0.0005) and (F = 45.834, p < 0.0005), respectively). The most popular topic for this competency was graphical presentation of data (84.3% of respondents) in contrast to cross-over trials for the competency understanding the theory only (70.5% of respondents). Several topics were found to be more popular than critical appraisal for competency in the practice of statistics. The model of medical graduates as mere consumers of statistics is oversimplified. Contrary to what has been suggested elsewhere, statistical learning opportunities in undergraduate medicine should not be restricted to development of critical appraisal skills. Indeed, our findings support development of learning opportunities for undergraduate medical students as producers of statistics across a wide range of statistical topics.

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Medical graduate views on statistical learning needs for clinical practice: a comprehensive survey

Dr. Ken Bain serves as Vice Provost for Instruction and Director of Montclair State University’s Teaching and Learning Resource Center. More than thirty years in the classroom provides Dr. Bain with “in-the-trenches” experience to understand the difference between student grades and student learning, superficial learning and indepth understanding, and faculty popularity and faculty effectiveness. A historian by training, Bain has spent the last twenty years studying the scholarship of teaching and learning. His 2004 book What the Best College Teachers Do earned the Virginia and Warren Stone Prize, an annual award from Harvard University Press for an Outstanding Book on Education and Society. In the context of Bain’s classroom experience, this book becomes even more meaningful. Bain and colleagues conducted extensive research into the common characteristics of individuals considered “exemplary” in facilitating student learning. They interviewed students about teachers who had made significant and positive impacts in their intellectual and personal development, held conversations with professors about colleagues who facilitated high learning, and sought out teaching award winners. Potential study participants were screened for evidence that they fostered both significant learning as well as intellectual and personal development. Sixty-three faculty were chosen for in-depth analysis to “capture the collective scholarship of some of the best teachers in the United States.” These individuals represent the diversity in higher education, teaching at all levels and in all types of colleges and universities. Classroom observations and videotaping, conversations, course materials, student small group analyses, formal and informal faculty reflections, and discussion with colleagues and past students provided the study data. Bain summarizes his scholarly findings into six broad questions: (1) What do the best teachers know and understand; (2) How do they prepare to teach; (3) What do they expect of their students; (4) What do they do when they teach; (5) How do they treat their students; and (6) How do they check their own progress and evaluate their efforts? Each question receives a full chapter of discussion, specific examples, and quoted insights from the study participants. In brief, having an extensive knowledge of one’s subject, understanding how deep learning occurs and striving to facilitate that level of learning in the classroom, and creating an environment conducive to and supportive of constructive learning were characteristic of highly effective teaching. Exemplary educators deliberately planned their courses backwards, clearly articulating student learning outcomes and then constructing experiences, finding resources, and determining appropriate assessments to facilitate and measure student success in meeting those outcomes. These faculty held high expectations of student learning comprehension and understanding, coupled with belief in and strong support for students to reach these high standards. Students were invariably treated with respect, compassion, and trust. Finally, exemplary faculty specifically sought and critically evaluated indications of their own effectiveness in facilitating student learning. Indeed, continual self-assessment and consistent seeking of new ways to understand how to learn and how to foster learning were key characteristic of these educators. Bain posits that their willingness to critically evaluate their own performance, looking at both successes and failures, is a key feature of their success. Bain was clear that these sixty-three teachers are examples of excellent teaching in the United States. These individuals are exemplary, but not exclusive. “Great teachers are. . . special kinds of scholars and thinkers, leading intellectual lives that focus on learning, both theirs and their students.’ Their attention to the details of performance stems from a concern for the learners, and their focus is on the nature and processes of learning rather than on the performance of the instructor.” Individuals with these traits are found in all disciplines at all education levels. What the Best College Teachers Do does not provide stepby-step instructions for incorporating this information into your own teaching. A small group discussion with colleagues may be helpful, especially for those entering the profession. Bain does not introduce significant theory on how student learning occurs. Ideas and comments from the studied faculty are presented, some other research is briefly introduced, and some references are presented in the Notes section, but specific text discussions of scientific research into student learning are lacking. Additional reading in the theory of learning may be useful. However, Bain’s writing style is comfortable, almost conversational. You finish the book feeling that you have just had an informative session with a caring mentor. This book is excellent reading for individuals in education pre professional programs, those relatively new to teaching, or experienced faculty seeking methods of becoming more effective in facilitating student learning. Many of us

What the Best College Teachers Do: Edited by Ken Bain Cambridge, Massachusetts: Harvard University Press, 2004. 207 pages. Hardcover ($21.95). ISBN: 0–674–01325–5

The term “flipped” or “inverted” classroom includes a broad range of pedagogical innovations, and has recently received a significant amount of press. Although flipping an entire course might be a more extreme step than most are able to take, we discuss modular ideas for change that can be more easily implemented. This paper offers the perspective of four faculty members at different institutions who have all flipped material in statistics courses that were already highly interactive and activity-based. We share common pitfalls and core ideas that were found among diverse environments.

Four Perspectives on Flipping the Statistics Classroom: Changing Pedagogy to Enhance Student-Centered Learning

Since the 2005 American Statistical Association's (ASA) endorsement of the Guidelines for Assessment and Instruction in Statistics Education College Report, changes in the statistics field and stat...

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Updated Guidelines, Updated Curriculum: The GAISE College Report and Introductory Statistics for the Modern Student

Since the 2005 American Statistical Association's (ASA) endorsement of the Guidelines for Assessment and Instruction in Statistics Education (GAISE) College Report, changes in the statistics field and statistics education have had a major impact on the teaching and learning of statistics We now live in a world where "Statistics - the science of learning from data - is the fastest-growing science, technology, engineering, and math (STEM) undergraduate degree in the United States," according to the ASA, and where many jobs demand an understanding of how to explore and make sense of data In light of these new reports and other changes and demands on the discipline, a group of volunteers revised the 2005 GAISE College Report The updated report was endorsed by the Board of Directors of the American Statistical Association in July 2016 To help shed additional light on the revision process and subsequent changes in the report, we review the report and share insights into the committee's thoughts and assumptions

Updated guidelines, updated curriculum: The GAISE College Report and introductory statistics for the modern student

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GAISE Into the Future: Updating a Landmark Report for an Increasingly Data-Centric World

Updated Guidelines for Statistics Education: The GAISE 2016 College Report

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