Technology

The creators of the AUCI recommend that users implement the TI-84 calculator. The numerical and graphical capabilities of the TI-84 are excellent, and the absence of symbolic algebra requires students to work most problems by hand, which reinforces many important precalculus skills. Teachers and students will find an introduction to the TI-84 in Appendix B of this text.

In the Classroom

Since there are only two required lectures (see Introduction), the use of class time is one of the most important aspects of the AUCI. The activities are constructed so that teachers can incorporate common active learning strategies such as think/pair/share, discussion, group work, and problem-based learning. Most activities are divided into four sections:

For Discussion: Recommended, but ultimately optional.
This section is intended to provide a brief snapshot of the current lesson. Options for its implementation include working through a brief example, calling on students at random and generating a group discussion, asking individual students to answer questions privately while others work on the problem set, or assigning as an additional writing assignment. The teacher may also encourage students to ask questions about the lesson during this time. Teachers should keep in mind, however, that the main focus of the activity is the problem set. Spending time reviewing lessons defeats the purpose of flipping, and it gives students an excuse to come to class unprepared. While we certainly urge teachers to incorporate this section into the class meeting, it could also be treated as an optional activity.

Problem Set: Mandatory.
This section is intended to help students make the transition from the basic questions asked in the quiz to the more challenging questions asked in the homework assignment. This is a great time for students to assess their understanding and to get help if they need it. The teacher has the opportunity to monitor student progress in real time while giving extra attention to those who are struggling. The problems in this set should be completed by every student before the end of class.

Optional: Optional, but highly recommended for potential math majors.
This section is intended for the students who have completed and understood the required problems from the main problem set, as well as for those who are interested in some of the more theoretical and deeper aspects of calculus. While some of these exercises are referenced elsewhere in the textbook, their omission does not affect the flow of the material.

Supplemental Exercises: Optional.
Most lessons have supplemental exercises which can be found in Appendix C. The teacher may use their own discretion on how to use these exercises.

Grading

Teachers should include quizzes, activities, homework (hand-in or WeBWorK), tests, and the final exam in the grade computation. Teachers may want to adjust their grading scheme based on the variety of and weight placed on in-class activities. Gradable aspects include attendance, notebook check, completion of the main problem set, etc. Possible schemes include:

Classroom Additional (Optional) Suggestions for Teachers

• Read “Flip Your Classroom” by Bergmann and Sams (Bergmann).
• Watch webinars and YouTube videos on flipped and active learning.
• Constantly encourage students to watch AUCI videos and read the textbook.
• Require students to take notes on the videos and textbook; check notes daily in class.
• Remind students that they are not expected to understand everything all the time.
• Promote the use of (but not dependency on) Khan Academy, Wikipedia, YouTube, etc.
• At the start of class, randomly choose students to do the following:
• Answer a “For Discussion” question.
• Explain how the new concepts from the lesson relate to prior knowledge.
• Explain why the new concepts are useful and how they are applied.
• Encourage or require students to work in groups of three or four.
• Take attendance daily and count it as part of the activity grade.
• Check whether each student finishes the activity problem set before the end of class.
• Assign supplemental exercises and challenge questions.
• Encourage students to work on homework if they finish the activity early.

Reference

Bergmann, Jonathan, and Aaron Sams. "Flip Your Classroom: Reach Every Student in Every Class Every Day." Eugene, Oregon: ISTE, 2012.