Flipped Classroom for the Sciences

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Using a flipped classroom teaching method as an integrative learning format is an approach that extends beyond traditional academic boundaries and is an essential learning experience for college students. A flipped classroom learning experience combines traditional practices and e-learning.

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  • http://my.brainshark.com/Gram- Staining-723450174 
  • JV - Put in short video clips.
  • KarenWhat is the purpose of your flip?Do not flip an entire class – consider one content area or one-two areas of instruction.The videos can’t be long! Break into 5 minute increments – even if it is over the same content.An assignment/quiz/comment to be completed after the material is viewed is essential for accountability.Flipped material provides the background for further discussion in class – higher bloom’s activities.
  • Flipped Classroom for the Sciences

    1. 1. Flipped Classroom for the Sciences Dr. Leigh Harrell, Assistant Professor Science Dr. Karen Clark, Assistant Professor ScienceDr. Julia VanderMolen, Assistant Professor Health and Science Davenport University
    2. 2. Disclosure Statements• The planner and presenter do not have any financial arrangements or affiliations with any commercial entities whose products, research or services may be discussed in this activity.• No commercial funding has been accepted for this presentation.
    3. 3. Objectives• Participants will learn the basic concepts of a flipped classroom concept• Presenters will provide participants with examples and student perception regarding the flipped classroom model and how it enhanced the learning experience• Participants will learn the basic technology used to implement a flipped classroom
    4. 4. Literature• Flipped Classroom Infographichttp://www.knewton.com/flipped-classroom/• Flip Your Classroom by Bergmann and Samhttp://www.iste.org/store/product?ID=2285• Teacher Use Technology to Flip Their Classroomhttp://www.techsmith.com/flipped- classroom.html
    5. 5. What We DidChose ContentBuilt ModulesTechnology Used • Flip Camera • Video Storage • Audio LectureDeployed modulesSurveyed for Student Perception
    6. 6. Choosing Content• Limited in microbiology lab due to 50 minute time constraint.• Chose lab techniques which were time- consuming to explain and demonstrate.• Decided on 6 topics: aseptic technique, streak plating, simple staining, Gram staining, Spore staining and Acid-fast staining.
    7. 7. Content Included• Each module included: • PowerPoint explaining topic • Video demonstrating technique • Online quizzes to assess the information within each PowerPoint and Video.
    8. 8. Example PowerPoint
    9. 9. Example Video
    10. 10. Example Quiz
    11. 11. Surveying for Student Perception• The survey consisted of 10 questions: • 4 pertained to student learning • 3 pertained to student preparedness • 2 pertained to the use of technology • 1 pertained to time spent out of class• Of the 22 students in the microbiology class, 16 completed the survey.
    12. 12. What We Found OutTable 1. Quality of Flipped Learning ExperienceSuccess Level Number of Student Percentage responsesVery Successful 9 56%Mostly Successful 6 38%Neutral 0 0%Mostly Unsuccessful 1 6%Very Successful 0 0%
    13. 13. What We Found OutTable 2. Being able to watch the video demonstrationsincreased my abilities to achieve the learning objectives Agreed/Disagreed Number of Student responses Percentage Strongly Agreed 14 88 Agreed 2 13 Neutral 0 0 Disagreed 0 0 Strongly Disagreed 0 0
    14. 14. What We Found OutTable 3. By completing the video demonstrations outside ofthe classroom, the time we spend in class was more relevant tomy own learning. Agreed/Disagreed Number of Student responses Percentage Strongly Agreed 10 63 Agreed 5 31 Neutral 1 6 Disagreed 0 0 Strongly Disagreed 0 0
    15. 15. What We Found OutTable 4. By being able to watch a video of the lab techniqueprior to performing the technique, my time was optimized toenhance my understanding of the lab outcomes. Agreed/Disagreed Number of Student responses Percentage Strongly Agreed 12 75 Agreed 3 19 Neutral 1 6 Disagreed 0 0 Strongly Disagreed 0 0
    16. 16. What We Found OutTable 5: By being able to watch a video of the labtechnique prior to performing the technique, I feltprepared for the lab experience. Agreed/Disagreed Number of Student responses Percentage Strongly Agreed 9 56 Agreed 7 44 Neutral 0 0 Disagreed 0 0 Strongly Disagreed 0 0
    17. 17. What We Found OutTable 6: By being able to watch a video of the lab techniquesprior to performing the technique, my confidence in performingthe technique was high. Agreed/Disagreed Number of Student responses Percentage Strongly Agreed 6 38 Agreed 9 56 Neutral 1 6 Disagreed 0 0 Strongly Disagreed 0 0
    18. 18. What We Found OutTable 7: My lab experience was enhanced by being able towatch a video of the lab techniques prior to performing thetechnique. Agreed/Disagreed Number of Student responses Percentage Strongly Agreed 9 56 Agreed 6 38 Neutral 1 6 Disagreed 0 0 Strongly Disagreed 0 0
    19. 19. What We Found OutTable 8: The instructor used technology to support my learning. Agreed/Disagreed Number of Student responses Percentage Strongly Agreed 13 81 Agreed 3 19 Neutral 0 0 Disagreed 0 0 Strongly Disagreed 0 0
    20. 20. What We Found OutTable 9: The amount of technology used in this class wasmanageable. Agreed/Disagreed Number of Student responses Percentage Strongly Agreed 10 63 Agreed 6 38 Neutral 0 0 Disagreed 0 0 Strongly Disagreed 0 0
    21. 21. What We Found OutTable 10: I spent more time on out-of-class assignments in thisclass than I would in a traditional lecture class. Agreed/Disagreed Number of Student responses Percentage Strongly Agreed 3 19 Agreed 4 25 Neutral 4 25 Disagreed 5 31 Strongly Disagreed 0 0
    22. 22. Should You Flip?• Pedagogical Tool• Areas to consider flipping • Technique or procedure • Review • Content to build upon
    23. 23. Flipping Tips• Determine objective(s)• Start small!• Time limits• Completion of an assessment• Expansion upon flipped content
    24. 24. Setting Up the Technology• Technology Tools Needed or Recommended• Hardware • Flip Camera • Tripod • Computer• Software • PowerPoint • BrainShark • Video hosting site
    25. 25. Questions and Comments
    26. 26. References• Hertz, M. (2012, July 10). The flipped classroom: pro and con Edutopia | K-12 Education & Learning Innovations with Proven Strategies that Work. Retrieved March 11, 2013, from http://www.edutopia.org/blog/flipped-classroom-pro-and- con-mary-beth-hertz• Namahoe, K. (2012, October 1). Bill Nye The Science Guy Talks Flipped Classrooms -- THE Journal. THE Journal: Technological Horizons in Education -- THE Journal. Retrieved March 11, 2013, from http://thejournal.com/articles/2012/10/01/bill-nye-the- science-guy-talks-flipped-classrooms.aspx
    27. 27. Presenters Information• Dr. Leigh Harrell Email: lharrell2@davenport.edu• Dr. Karen Clark Email: kclark@davenport.edu• Dr. Julia VanderMolen Email: jvandermolen@davenport.edu Website: http://www.technteach.info

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