Table 1. A summary of the main activities that comprised my flipped offering in spring 2016. Step Number Activity Category Activity Details Grading Details 1-1 Home activity Viewing of assigned YouTube video lessons (~30-70 min per class) Ungraded 1-2 Home activity Completion of assigned textbook reading (if applicable) Ungraded 1-3 Home activity Completion of online assessment (due by 7 a.m. on the day of each class) ~5% of the final grade 2-1 In-Class activity Review of key concepts by the instructor (~10-15 min per class) Ungraded 2-2 In-Class activity Short polling questions (approximately two to five questions, with each worth two points) 15% of the final grade (25% points for an attempt) 2-3 In-Class activity Paper-and-pencil problems (approximately one to three problems, with each worth four to 12 points) 3-1 Home activity Paper-and-pencil problems (approximately one to three problems assigned after some classes) ~2% of the final grade 4-1 Recitation activity Problem solving by the GTA (~30-35 min and approximately three to five problems) Ungraded 4-2 Recitation activity Paper-and-pencil problems (approximately three to five problems, with each worth four to ten points) 7% of the final grade were split into two categories: polling questions and paper-and-pencil exercises. The polling question part of in-class activities involved sequentially displaying short conceptual questions to students on a presentation slide and recording students' responses in real time using an online polling platform [see Figure 4(a)]. (I used the Poll Everywhere platform [35] in my class, which allows participants to respond using mobile devices.) The paper-and-pencil exercises part of in-class activities involved sequentially assigning longer problems [see Figure 4(b)] to students and collecting students' work on loose sheets of paper. A typical class period consisted of two to five polling questions and one to three paper-and-pencil exercises, with each polling question worth two points, each exercise worth anywhere between four and 12 points, and the students guaranteed 25% of the points for attempting an activity. I, along with the five LAs, helped the students during each ongoing activity by roaming around the lecture hall and providing FIGURE 3. A graphical representation of the three main groups of tasks comprising home activities in my flipped classroom. The CMS screenshot corresponds to the spring 2017 flipped offering. 164 IEEE SIGNAL PROCESSING MAGAZINE | July 2017 |