Casting Out Nines

This is the final post at the Chronicle for Casting Out Nines. The blog is moving over to a new location at http://rtalbert.org/blog and taking on some new stylistic directions.

In the latest installment of the 4+1 interviews, we hear from another expert on inquiry-based learning in mathematics, Prof. Theron Hitchman of the University of Northern Iowa.

Victor Piercey of Ferris State University shares his thoughts and experiences on inquiry-based learning in mathematics and what he and his students have learned through the use of IBL.

Is it possible to flip a fully-online course that has no synchronous class meetings? The answer appears to be “yes”, but it involves unlearning some assumptions about flipped learning and about pedagogy in general.

In this ongoing series of using Getting Things Done (GTD) in an academic lifestyle, we look at the process of review on a weekly, daily, and quarterly basis.

At this year’s Legacy of R. L. Moore and Inquiry Based Learning Conference, there will be a significant emphasis on flipped learning and IBL and a chance to explore how the IBL and flipped classroom communities can help each other.

If we academic types were able to get big things done, like our dissertations, then why are there so many simpler, smaller things that don’t get done? And why does it seem we are out of control of the things we have to get done? In this first post in a series on the Getting Things Done (GTD) philosophy for academics, we examine two important mistakes many academics make in dealing with time and projects.

Two-thirds of the way through the semester of specifications grading, I’ve gotten a fairly good look at how it works. And I have some observations and some things to change for next time.

Six weeks into the specifications grading experiment, one of the most positive things to emerge from the class is a modified model of timed testing that focuses on student choice and a revise/resubmit cycle that lowers student stress. Here’s how it’s working for me.

Teaching is hard, and teaching with nonstandard models requires constant reinvention. Here are three thoughts about flipped learning that I noticed have evolved considerably since first starting to use the flipped classroom.