In my IBL-flipped hybrid complex analysis class, we finished the “flipped” portion (and the entire textbook) in half of the semester. We spent the next quarter of the semester finishing IBL presentations.
I asked what they wanted to do for the remainder of the semester. They said “more clicker questions” (they also requested time to work on problems in class, including application problems). This is what we have been doing.
After starting class working through some of their homework problems, I asked how the class wanted to spend the last 30 minutes of class—I had both clicker questions and some new problems to work on. We found that 79% of the students wanted clicker questions (clickers are nice for a variety of reasons). We did a couple, and the remaining questions start a new theme, so I decided to stop with clicker questions for the day so we could work on some of the problems.
That was a mistake. They were mad. Okay, not mad, but they really wanted more questions. So we did them for the remainder of class.
I asked why they had such a preference for clicker questions, they gave two answers:
- It is too easy to get stuck on the problems that I have been giving (I have been giving them trickier proofs, since this is their third time through the material).
- The clicker questions really help them learn.
I was really happy to hear that.