This is part of my work in a team working on our TC1014 Fundamentals of Programming course at the Tecnológico de Monterrey and submitted as the stage 2 document.
Implementing CBP moves the focus from learning of concepts to developing skills through practice. Ideally each competency is small enough to give opportunity to display mastery of each separately before moving on to the next competency. Individualized learning through order of completion as well as method of demonstrating mastery are key components for our implementation.
My method of planning is very much based off a constant iteration process. I’ve been teaching delivering classes for 20 years now in mostly the same location so I have the luxury of those experiences (and contact with colleagues) to pull from.
So I iterate each semester. I use what worked the past semester and throw out (or re-tool) what did not. Each end of semester whether summer or Christmas is a reflecting time for me.
Pick One (or two) Changes
I often make a large change each year and sometimes even each semester. Last January I switched to full-on flipped master (see post here), and this year I made a massive switch to fully open content in the style of a #connectedCourse (see blog post here).
Learn from Others
I am the teacher #facilitatorOfLearningExperiences that I am from working and talking with so many colleagues in my institution as well as the large internet (thank you Twitter). The time I spend on networking with other teachers is more important than time spent looking for yet-another-assignment.
Find people that interest you or that will at least listen and answer your questions on teaching. Don’t be shy, get out there and blog/tweet/network.
My goal as a facilitator of educational experiences is focused on creating a sharing culture where students not only take responsibility for their own educational pace but also contribute to the learning of their peers. The first half of this session is sharing the technology and techniques I use to foster this environment inside and outside of my classroom.
I view my main task as getting my students excited about learning computing science to increase their chances of a successful student and professional life. I still need to create formative and summative assessments to ensure they are prepared for the courses that follow. I use common tools as well as my own custom testing platform for in my courses. In the second half of this session, I will share those tools and experiences with the audience. The tools I use could be easily adapted to all levels and topics.
Please watch the videos and include in the survey (see below) form your comments or questions about my students’ experiences with a Flipped Mastery classroom.
Please fill out the survey if you plan to attend (or even if you don’t) my session at FlipCon15.
I’m finishing up my 4th semester of applying a flipped classroom and with some encouragement from my peers I decided to “take it to the next level” this semester. Jonathan Bergmann and Aaron Sams call this the Flipped Mastery Method.
This semester my classes have a list of topics that each student needs to demonstrate their mastery in. The format for showing their mastery is completely open and graded on an OSU (Outstanding, Satisfactory, Unsatisfactory) scale.