I am to give the following for an interview:
"a short 7–10-minute teaching demonstration on logarithms. Please consider this as your first 10 minutes of introducing logarithms as if you have not previously mentioned the word to this class. Treat this as closely to what you would do during an in-person classroom course. Assume that you are teaching to a typical audience of community college students enrolled in a College Algebra class, who may not have previously encountered logarithms."
Now the caveat. In my previous jobs I use a bit of flipped classroom- having the students read a bit or watch a short video and answer several questions- prior to coming into class. This introduces the topic if only vaguely. Once in class, after a short icebreaker with their peers, they jump into group worksheets which (hopefully) motivate the topic and bring the students through the topic with a series of (inquiry-based learning) questions. The active worksheet is the focus of the class. When I call attention to the front of the room (when we reconvene for full class discussion), which is done intermittingly, it is to give some answers to problems, summarize, prompt students to do work on the board or ask additional questions. In other words I try to minimize the old fashioned "talking at them" and I've eliminated powerpoint slides for example (this is based on student feedback.)
Can anyone give me advice on how to reconcile this with the interview as mentioned above? Logistically do I try to tell the committee ahead of time? Do I prepare a 7-10 minute presentation the old fashioned way and then tell them how it'll actually go down in my active learning class?
Right now I am planning to prepare the active learning inquiry-based worksheet as I would for this class topic, and I will explain to the committee that students will preferably have already seen a bit of an intro before physically coming into class. But I will give the 7-10 minute introduction, with the active learning caveat in mind, as if logs require this special 7-10 minute introduction before students jump into the worksheet. Can anyone comment on this strategy?
To further complicate all this of course, I am assuming my job would start Fall semester and that the expectation is for in-person classes. If that happens, and if students are still distanced within the class, this leads into a whole other problem about how to do active work under these conditions.
So more sub-questions: can I ask the committee outright what the expectation is by Fall and whether there will always be an online component regardless? Do I approach all this as if I need to have separate teaching strategies for both in-person (distanced or not) and online, permanently?