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Dr. Sarai Blincoe's Lunch and Learn on Inverted Pedagogy
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Dr. Sarai Blincoe's Lunch and Learn on Inverted Pedagogy

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Lunch and Learn on Inverted Pedagogy at Longwood University

Lunch and Learn on Inverted Pedagogy at Longwood University

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Dr. Sarai Blincoe's Lunch and Learn on Inverted Pedagogy Presentation Transcript

  • 1. Classroom
  • 2. A Seed Planted First Day: Syllabus Preparation • Faculty perspective & student perspective Interaction & Navigation Impressions • Midterm & End-of-Semester Feedback NextSteps Want to Try?
  • 3.  Time Pressures Half-hearted Homework Transcription vs. Discovery
  • 4. Before most class sessions you will need to access andview mini-lecture videos on Blackboard.Each video will last approximately 10-20 minutes.Handouts to accompany the videos will be posted onBlackboard.You are expected to watch all videos and completethe handouts before coming to class.Be ready to spend about 1 hour outside of classpreparing for each hour in class. IN-CLASS
  • 5. To clarify material from the videos, each class period will begin witha question and answer period.The rest of our time will be spent working problems as a class, insmall groups, or individually, including reviews of practiceproblems from the videos.There will be occasional short lectures to supplement the videos.Questions are encouraged at all times because they arevaluable contributions to learning that often convey worries andconfusions that are shared by many.It is recommended that you bring a calculator to each class period(no cell phone calculators please)! Old-fashioned paper and pencilworks best for this type of class, so no laptops please. IN-CLASS
  • 6. Grading SystemQuizzes 100 pointsSPSS Project 250 pointsSPSS Handbook 200 pointsAttendance 25 pointsTotal 455 points
  • 7. Class is scheduled for Monday at 8:00 am So Wednesday afternoon you…
  • 8. Create Powerpoint Write Script Record 2.5 pgs ~13 mins
  • 9.  Quizzes MiniLectures Practice Problems • Large group • Small group • Individual
  • 10.  Practice Problems Self Tests Additional Videos These are the In-Class Lecture closest they come to Materials a textbook Organizational Charts or Concept Maps
  • 11. Class is scheduled for Monday at 8:00 am So Sunday afternoon you…
  • 12.  Access Blackboard Download and Print Worksheet Skim Worksheet Watch Video Once Watch Video Again/Complete Worksheet Rewatch Video Segments to Clarify
  • 13. Z-tests8:00-8:05 Handout check, chat with students8:05-8:15 Initial questions from handout8:15-8:25 Quiz8:25-8:40 Practicing with z-test Whole class problem Small group problem Individual problem8:40-8:50 Flex time Brief lecture on confidence intervals OR More time for problems
  • 14. Chi Square Goodness of Fit Test8:00-8:05 Handout check, chat with students8:05-8:15 Handout review Initial conceptual questions Go through learning check problem8:15-8:35 Practice problems Whole Class Partners8:35-8:45 SPSS Interpretation & Writing8:45-8:50 Application to Research Project
  • 15.  Learning a lot? M = 4.14 Enjoying the class? M = 3.90 No students responded with “strongly disagree” “I like the fact that the lectures are outside of class and Dr. Blincoe gives plenty of extra instruction in class if necessary, and plenty of practice problems to make sure we understand. ”
  • 16. The videos help give a background to the information, and theclassroom reinforces some of the concepts learned in thevideos. In most classes, (at least, in my case) I go to classwithout reading the information, and then once the informationhas been presented via powerpoint/lecture/etc., I spend timeoutside of class reading the book that goes along with thematerial. This approach works BETTER in the sense that I amessentially forced to prepare for class and come already having abackground about the days topic, instead of coming to classcompletely oblivious and then trying to read and understand theinformation after class.
  • 17.  Textbooks are expensive They make information overwhelming, intimidating And I never read them anyway Learning materials are individualized I can actively engage with videos Postextra materials on LMS Be available
  • 18.  Having a voice Getting help Pacing Copying/”Slacking” *Overwhelming preference: a blend* Start collective, progress to independent
  • 19. “I enjoy the lecture videos before classwhere I have time to pause and rewind.” “I looooove the lecture videos! If I don’t “I like having understand something while doing the worksheets to fill in. It is homework I don’t have to struggle with my a good study tool” notes and remembering a lecture 12 hours earlier.“This aspect is very beneficial because I findmyself getting easily distracted in most of myclasses and it is easy to miss importantinformation.”
  • 20. “In other classes I’m learning it all at once so sometimes Idon’t get the more complicated problems since I’m trying tounderstand the basic concept. This approach also allows formore questions from students if they are unsure ofsomething.”“I like that we have time to practice problems in class. Itgives us a chance to figure out what we are doing right andwrong and fix any problems that we are having.”
  • 21. APPLICABLE TO ANYCOURSE PARTICULAR TO FLIPPING Pop quizzes vs. scheduled  “Having to access your computer 3x a week to print “Needing” tests off handouts and watch • To be motivated videos. It can be time • To care about learning consuming.”  More engagement
  • 22. “Personally, I thought the “The online videos did notreverse classroom model was communicate the material veryvery organized and clear cut.” well, unless you watched them multiple times and very few students are going to watch them“The videos were very multiple times.”helpful, and theyhelped me come to This class always confused me. Iclass prepared.” want to blame the videos. I do not like the video lecture style at all. I wish you lectured on this material“I thought it was great how the and we could have examples andbeginning of every class was discuss in class everything. …Idevoted to asking questions.” just felt like the examples in the video were too concrete.
  • 23. Things to try for Fall 2013
  • 24.  Lab component Add some homework More interactivity in videos Quiz structure?
  • 25. Some advice from students
  • 26.  This is new, so explain in detail Videos • Keep them short • Include pictures, displays Follow up! Make sure your students truly understand. • Opportunities for questions • Person-to-person interactions
  • 27. “It helps your students learn and they will enjoy it!”