0
Credit for ideas and graphics to:

“Flipping the Classroom,” by

Cynthia J. Brame,

CFT Assistant Director, Vanderbilt Uni...
Bloom’s Taxonomy (Revised):
Traditionally, many of us have
expected our students to do this:

Work outside of class
later

Work in class
The flipped model does this instead:

Work in class later

Work online before class
#1

Accessible online
input prior to class:
#1

Accessible online
input prior to class:

• Be sure the students know what to do!
#1

Accessible online
input prior to class:

• Be sure the students know what to do!

• Break it down in manageable chunks...
#1

Accessible online
input prior to class:

• Be sure the students know what to do!

• Break it down in manageable chunks...
#1

Accessible online
input prior to class:

• Be sure the students know what to do!
• Break it down in manageable chunks....
#2

Assess understanding
prior to class:
#2

Assess understanding
prior to class:
• Online quizzes
#2

Assess understanding
prior to class:
• Online quizzes
• Forums
#2

Assess understanding
prior to class:
• Online quizzes
• Forums
• Upload or e-mail written work
#3

Provide incentives for doing the
online work before class:
#3

Provide incentives for doing the
online work before class:

• Weight it heavily in the course grade.
#3

Provide incentives for doing the
online work before class:

• Weight it heavily in the course grade.

(30% to 50%)
#3

Provide incentives for doing the
online work before class:

• Use quiz settings to maximize a
sense of control and ach...
#3

Provide incentives for doing the
online work before class:

• Use quiz settings to maximize a
sense of control and ach...
#3

Provide incentives for doing the
online work before class:

• Be available to answer questions.
#3

Provide incentives for doing the
online work before class:

• Be available to answer questions.

(Check forums 2-3 tim...
#3

Provide incentives for doing the
online work before class:

• Be available to answer questions.

(Check forums 2-3 tim...
#4

Spend class time on
higher level thinking skills:
#4

Spend class time on
higher level thinking skills:

Apply, analyze, evaluate and create
#4

Spend class time on
higher level thinking skills:

Apply, analyze, evaluate and create
#4

Spend class time on
higher level thinking skills:

Apply, analyze, evaluate and create in
• group discussion
#4

Spend class time on
higher level thinking skills:

Apply, analyze, evaluate and create in
• group discussion

• proces...
#4

Spend class time on
higher level thinking skills:

Apply, analyze, evaluate and create in
• group discussion

• proces...
#4

Spend class time on
higher level thinking skills:

Apply, analyze, evaluate and create in
• group discussion
• process...
Flipped slide show 2
Flipped slide show 2
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Flipped slide show 2

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Transcript of "Flipped slide show 2"

  1. 1. Credit for ideas and graphics to: “Flipping the Classroom,” by Cynthia J. Brame, CFT Assistant Director, Vanderbilt University http://cft.vanderbilt.edu/teaching-guides/teaching-activities/flippingthe-classroom
  2. 2. Bloom’s Taxonomy (Revised):
  3. 3. Traditionally, many of us have expected our students to do this: Work outside of class later Work in class
  4. 4. The flipped model does this instead: Work in class later Work online before class
  5. 5. #1 Accessible online input prior to class:
  6. 6. #1 Accessible online input prior to class: • Be sure the students know what to do!
  7. 7. #1 Accessible online input prior to class: • Be sure the students know what to do! • Break it down in manageable chunks.
  8. 8. #1 Accessible online input prior to class: • Be sure the students know what to do! • Break it down in manageable chunks. • Make it entertaining and engaging.
  9. 9. #1 Accessible online input prior to class: • Be sure the students know what to do! • Break it down in manageable chunks. • Make it entertaining and engaging. • Provide opportunities for help and clarification.
  10. 10. #2 Assess understanding prior to class:
  11. 11. #2 Assess understanding prior to class: • Online quizzes
  12. 12. #2 Assess understanding prior to class: • Online quizzes • Forums
  13. 13. #2 Assess understanding prior to class: • Online quizzes • Forums • Upload or e-mail written work
  14. 14. #3 Provide incentives for doing the online work before class:
  15. 15. #3 Provide incentives for doing the online work before class: • Weight it heavily in the course grade.
  16. 16. #3 Provide incentives for doing the online work before class: • Weight it heavily in the course grade. (30% to 50%)
  17. 17. #3 Provide incentives for doing the online work before class: • Use quiz settings to maximize a sense of control and achievement.
  18. 18. #3 Provide incentives for doing the online work before class: • Use quiz settings to maximize a sense of control and achievement. (Open for a finite time; score is the average of the attempts.)
  19. 19. #3 Provide incentives for doing the online work before class: • Be available to answer questions.
  20. 20. #3 Provide incentives for doing the online work before class: • Be available to answer questions. (Check forums 2-3 times a day.)
  21. 21. #3 Provide incentives for doing the online work before class: • Be available to answer questions. (Check forums 2-3 times a day.) (Respond to student e-mail within 24 hours.)
  22. 22. #4 Spend class time on higher level thinking skills:
  23. 23. #4 Spend class time on higher level thinking skills: Apply, analyze, evaluate and create
  24. 24. #4 Spend class time on higher level thinking skills: Apply, analyze, evaluate and create
  25. 25. #4 Spend class time on higher level thinking skills: Apply, analyze, evaluate and create in • group discussion
  26. 26. #4 Spend class time on higher level thinking skills: Apply, analyze, evaluate and create in • group discussion • process writing
  27. 27. #4 Spend class time on higher level thinking skills: Apply, analyze, evaluate and create in • group discussion • process writing • games
  28. 28. #4 Spend class time on higher level thinking skills: Apply, analyze, evaluate and create in • group discussion • process writing • games • group projects
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