Flipping is a useful case study to use to consider how we may teach the same course, content, and outcomes in a different way. It won’t work for everything, but it raises some useful questions for thinking about your course. This is an introductory briefing about the idea and some considerations for both staff and students.
This is the first of two posts shared to introduce some of the background and theoretical ideas to consider regarding the transition to university mathematics, as well as provide an insight and links to some of the literature and scholarship in this area.
This post focuses on the transition and the specific problems and issues frequently noted for mathematics. The second post discusses some aspects/models of advanced mathematics at university which are particularly relevant to these issues.
This is the second of two posts introducing some of the background ideas to consider when looking at the transition to university mathematics. The first post focused on the transition and the specific problems and issues frequently noted for mathematics. This post discusses some aspects/models of advanced mathematics at university which are particularly relevant to these issues.
Collected below are suggested example sources for ideas from the scholarship of learning and teaching. These are not the only sources, but some places to start that might be useful. Included are examples from different types of resources – textbooks, websites, tips/tricks, journals.
Motivation may be a major factor in the approach taken to learning by students. Changing attitudes within the student body, increasing diversity amongst the student population, widening participation, outreach work, fees, and national policy and debates may all mean that the motivations observed by staff shift over time and context. The study of motivation in education (at all levels) is a large field and so presented here is a short summary of some categorisations regarding student motivation from the literature, along with an example question that we can ask about our own students to help understand their differing motivations better.
Dr John Chew from the Department of Chemical Engineering at the University of Bath discusses his preparation for the first lecture of a course and the importance of revision to making good first impressions.
Dr John Chew from the Department of Chemical Engineering at the University of Bath discusses how he links to his research and that of the department to help motivate the students to think about applications.
Dr John Troyer from the Department of Social and Policy Sciences at the University of Bath discusses the broader question of what is technology in the classroom, as part of his thoughts on its use.
Dr John Troyer from the Department of Social and Policy Sciences at the University of Bath discusses the importance of exploring the use of different classroom technologies, experimenting, and finding the right mixture for you.
Dr Fabio Nemetz from the Department of Computer Science at the University of Bath, leads this video looking at the question of why students should attend your lecture, with contributions from students and footage of other teachers at the University. This video is part of a set in which Fabio and his students discuss techniques he uses to try to make lectures more engaging.