Strategies to enhance student engagement and learning in class: blending and flipping
1. STRATEGIESTO ENHACE STUDENT ENGAGEMENT AND
LEARNING IN CLASS: BLENDING AND FLIPPING
Simon Bates
simon.bates@ubc.ca
@simonpbates
http://bit/ly/batestalks
6. Context - class time (specifically lectures)
CC BY-NC 2.0 https://flic.kr/p/f3ynHx
Derek Bruff: Class time reconsidered
http://prezi.com/donq036eunko/class-time-reconsidered/
https://www.brookes.ac.uk/services/ocsld/resources/20reasons.html
7. Take a vote: m.socrative.com enter room ubc1
Source
ar)cle
:
Poh,
M.Z.,
Swenson,
N.C.,
Picard,
R.W.,
"A
Wearable
Sensor
for
Unobtrusive,
Long-‐term
Assessment
of
Electrodermal
Ac)vity,"
IEEE
Transac)ons
on
Biomedical
Engineering,
vol.57,
no.5,
pp.
1243-‐1252,
May
2010.
doi:
10.1109/TBME.2009.2038487
!
Ac)vity:
Jared
Stang,
UBC
Physics
8. Weekly rhythm for our 1A class
Poh,
M.Z.,
Swenson,
N.C.,
Picard,
R.W.,
"A
Wearable
Sensor
for
Unobtrusive,
Long-‐term
Assessment
of
Electrodermal
Ac)vity,"
IEEE
Transac)ons
on
Biomedical
Engineering,
vol.57,
no.5,
pp.1243-‐1252,
May
2010.
doi:
10.1109/TBME.2009.2038487
15. Reproduced from Eric Mazur
(search “Confessions of a converted lecturer” on YouTube)
16. 1
2
3
A ball initially at rest is
thrown upwards, comes
back down & is caught
!
Which of the following is a
plausible graph of the
acceleration of the ball
with time?
24. R R Hake
American Journal of Physics: Volume 66, Issue 1, Pages 64-74
http://dx.doi.org/10.1119/1.18809
25. Freeman et al PNAS www.pnas.org/cgi/doi/10.1073/pnas.1319030111
Wieman commentary PNAS
http://www.pnas.org/cgi/doi/10.1073/pnas.1407304111
“This meta-analysis makes a powerful case that any college or university that is teaching its
STEM courses by traditional lectures is providing an inferior education to its students”
27. 1. Real (and perceived) workloads
2. Dealing with resistance
3. Suitability of teaching spaces
4. About ‘covering content’
5. Loss of (total) control
!
… and the upsides too.
33. “At first, it was very difficult to adjust to Dr. Bates’
teaching style after having a <<>> prof that taught
through taking notes together.
!
After a few weeks, however, I came to understood that
this approach was extremely effective. In contrast to my
other conventional stern and dull lectures, physics class
was a very lively, interactive and inspiring environment; a
class that I looked most forward to.
!
Dr. Bates lead an interactive environment in which
students were stimulated to think amongst themselves
and learn from each other.”