Best practices for beginning a flipped classroom in the Humanities
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Best practices for beginning a flipped classroom in the Humanities

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The flipped teaching method – a method where students complete in class that which they used to complete at home and vice versa – reaches 21st century learners on an engaging level. This teaching ...

The flipped teaching method – a method where students complete in class that which they used to complete at home and vice versa – reaches 21st century learners on an engaging level. This teaching method has predominantly been implemented in science, technology, engineering, and mathematics (STEM) classrooms. However, Christian educators who teach non-STEM classes should implement the flipped teaching method as an integral classroom tool to extend teaching time as well as engage and equip learners. The presenters have synthesized six key insights from the literature to form the ATRACT model for what to expect when flipped teaching in humanities settings: 1) Autonomous learning is empowered learning, 2) Technical issues happen, 3) Resistance from students… at first, 4) Align videos with classroom time, 5) Consistent structure, and 6) Time for student flexibility. In addition to a thorough literature review, the researchers recently conducted two formal studies experimenting with flipped teaching: one dissertation is in process examining flipped teaching’s effect on critical thinking variables in a humanities college and one case study in a secondary Bible class. The presenters will discuss some preliminary results from these studies and will provide some additional best practices for beginning a flipped course in humanities settings.

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Best practices for beginning a flipped classroom in the Humanities Best practices for beginning a flipped classroom in the Humanities Presentation Transcript

  • BEST PRACTICES FOR BEGINNING A FLIPPED CLASSROOM Kenneth Coley, Ed.D. Bryce Hantla, M.A. Chris Cobb, M.A. Download the full paper here: http://www.napce.org/documents/!pdfs/papers-2013/hantla.pdf *Special thanks to High-Definition Technologies (College Station, TX) for sponsoring Bryce Hantla’s travel to this year’s NAPCE Annual Conference.
  • The ATRACT Method • Autonomous learning is empowered learning • Technical issues happen • Resistance from students … at first • Align videos with classroom time • Consistent structure • Time for student flexibility
  • Research Process  Volunteer professors determine sample classes based on a number of inclusion criteria. Pretest-Posttest Quasi-Experimental Study: A study in which it is impractical to control for all confounding variables, making it impossible to rule out other explanations for obtained results. Nonrandomized  Group 1 Obs Tx Obs Group 2 Obs ---- Obs Time Tx = Treatment/Independent Variable; Obs = Observation/Dependent Variable
  • Research Process • Mixed-Methods Design: The three-point design raises the validity of the results. CASE Rubric • Qualitative data will elucidate the observations made from quantitative data. CCTST Qualitative Surveys
  • Flipped Systematic Theology Class Data Collection: • • • Teacher reflection journals Student reflection journals End of course survey Research Procedure: Case Study • • • • Teacher chose 12 lessons to flip Teacher recorded video lectures (8-13 min long) Students watched the video lectures at home Students engaged in active learning classroom activities
  • Flipped Systematic Theology Class Results: • • • Student attention and engagement increased Student retention increased Students were found to rewind the online lectures Lessons learned: • • • Flipping the classroom does take more time Technology can be frustrating Investment of time and ingenuity is worth it
  • CONCLUSION • • • This teaching method is not just for STEM classes. Christian educators can, and in our opinion should, incorporate this method into their classroom routine. Our ATRACT model is helpful when beginning a flipped classroom The key word is “engagement”