The inverted approach will follow this flow: the students read the textbook and watch videos before class. In class, we answer clicker questions (to get a conceptual understanding) and get practice on the basic skills (taking derivatives, doing contour integrals, etc).
The IBL approach is this: I give the students a list of problems (created by Richard Spindler). The students do the problems at home (they can work together), and present them in class. One of the main benefits (as articulated by Dana Ernst) is that students are more skeptical of other students’ work than they are of the professor’s work. So the students will need to wrestle with the presentations, since some of them will contain errors (much like my presentations, but students will care more).
The basic idea is this: the inverted classroom approach will be used to quickly give the students the basic skills required for the course AND an overview of the course. The IBL approach will give students a deeper understanding of the course material.
The first half of the semester will be 2/3 inverted and 1/3 IBL. We will be able to get through the entire textbook in this half, although the understand will not be as deep as I would like.
The second half of the semester will be about 2/3 IBL and 1/3 review of the textbook. This is where the deep learning will take place.
I am not thrilled with the course policies—in particular the homework policy—but I will post about this later.