1. AATYCFLIP THAT CLASS!www.slideshare.net/joannadfulbrightPresented byJoanna Fulbright, Ozarka College English Instructor firstname.lastname@example.org
2. Flip that classUsing Animation Software
3. Flip your class! Integrate the following  Learner-centered classroom (Guide on the Side)  Problem-based learning  Outcomes-based learning  Understanding by Design Increase the following  Retention  Rigor  Useful collaborative learning  Deep learning
4. Traditional FlippedInstructors teach lower-level Students learn lower-level skillsskills inside the classroom outside classroom Examples: Examples: Read textbooks or lecture, videos, skill and online content, watch online drill, imparting basic videos/screencasts, Use a knowledge or computerized tutoring understanding, less in-class program, assess outside assessment class, more out-of-class assessmentStudents practice higher-level Students practice higher-levelskills outside the classroom skills inside classroom with help Examples: study Examples: Various in-class groups, tutors, or visit assessments focusing on instructor during office problem solving, lab hours, primary assessment of work, and writing with peer out-of-class work feedback.
5. Flip that Lit class? Literature classes are ideally flipped.  Students do outside reading,  The instructor usually assesses at the beginning of class to measure whether outside learning took place,  And the rest of class is dedicated to upper-level discussion Literature classes are sometimes traditional.  the instructor does most of the talking
6. Flip that Math classUsing a Camcorder
7. The Updated Bloom’s TaxonomyCognitive Flipped Class: Help isLoad given mostly at the higher levels Traditional Class: Help is given mostly at the lower levels Picture credit: http://ww2.odu.edu/educ/roverbau/Bloom/fx_Bloom_New.jpg
8.  Understanding: can the student explain ideas or concepts?  classify, describe, discuss, explain, identify, locate, rec ognize, report, select, translate, paraphrase Remembering: can the student recall or remember the information?  define, duplicate, list, memorize, recall, repeat, reprod uce, state
9. Let’s Create CognitiveDissonance Get into groups by discipline Discuss how to move the gaining of discipline knowledge outside the classroom (10 minutes)
11.  Analyzing: can the student distinguish between the different parts?  appraise, compare, contrast, criticize, differentia te, discriminate, distinguish, examine, experimen t, question, test. Applying: can the student use the information in a new way?  choose, demonstrate, dramatize, employ, illustra te, interpret, operate, schedule, sketch, solve, us e, write.
12.  Creating: can the student create a new product or point of view?  assemble, construct, create, design, develop, formulate, write. Evaluating: can the student justify a stand or decision?  appraise, argue, defend, judge, select, support, value, evaluate
13. Let’s Create CognitiveDissonance Select one main life skill the course teaches. Dream the impossible. What project could students create that would teach them that skill? What analysis could students do in class that would meet that outcome? (10 minutes discussion)
14. Possible Flipped Class Ideas Student Presentations based on student research Re-enactment/Skit Live Debate  (later, ARE-ON debates between classes) Creative Activity/Artistic Project FieldWork Collaborative Writing Lab /Experiment Build a Model
15. Flip that Science classUsing Camtasia
16. Flip thatAlgebraclassUsingLight-scribe
17. Flip that Class!How it works in Comp. IILearn low-level skills outside class: Students must read chapters or online content before class or lose points.  Quizzes in my.Ozarka due ten minutes before class starts, sometimes also give a quiz in first ten minutes of class Screencasts for difficult points offered for review  http://slidesix.com/view/Intext-citations-version-two-pdf-for-upload  http://www.youtube.com/watch?v=tAHMRUgHqW8
18. Flip that Class!Minimize lecture: Walk around Lecture no more than 20% of class  (note that lecture is not gone). Practice 80% of class  Practice before reading: Students may attempt skills without much knowledge before reading: Good to create cognitive dissonance  Practice after reading: Student practice more complex levels of skills after having read the chapters.
19. Flip that Comp. II class
20. PositiveResults Fulbright Composition II Retention Rates 2009 Fall: Traditional (n=21) 2010 Spring: Traditional (n=8, 13) Year and Method of Delivery 2010 Fall: Trad. Lab (n=14) Online Section 2 2011 Spring Online (n=24) Section 1 2011 Spring: Trad Lab. (n=17, 9) 2011 Fall: Hybrid (n=7, 9) 2011 Fall: Online (n=22) 2012 Spring: Flipped (n=21, 19) 0 20 40 60 80 Retention Rates
21. Other results Breaking a large assignment into several small assignments can cause grade inflation.  Compared to essays scored by the August 2012 Comp. II Capstone Committee, my students’ grades are inflated by about a letter. On the other hand, giving several smaller assignments can also increase perseverance
22. Predicted Results ThisSemester Current Predicted The flipped classroom A-1 A-2 does not solve all B-1 B-2 problems C-3 C-2 But it can enable the D-2 D-1 instructor to see more F-1 F-1 clearly why a student is not likely to be retained
23. What does the research say? When Clintondale High School first implemented this model in the ninth grade, the student failure rate dropped by 33% in one year. One AP math instructor went from 18% of students with low scores (1’s and 2’s) on the AP Calculus Exam to 0% with low scores (100% with scores of 3-5). One high school algebra course showed a 5% increase in test scores and a 5% decrease in fail rates
24. What does the research say? Blending online and traditional learning results in higher student performance than either alone (Inside Higher Ed). Similar to (but not the same as) a hybrid course Students will likely resist at first. (Talbert) Students in the flipped classroom  Were more innovative and cooperated more  Felt more“lost” (Strayer)
25. Work to Stay Flipped Students may try hard to move the instructor back to lecture mode. “If a student learns that he can get an example or solution provided to him simply by asking the professor (which is easier than working out those things by himself) what do you expect a student to do? ” (Talbert) Most data supports the flipped classroom, but not ALL. One college computer programming instructor tried it and changed back after the first test.
26. Flip that Philosophy Class “I flipped my class and didn’t know it . . .” This has made the class come alive  Introduce hot topic  Class time used to discuss and apply learning “Ive turned a dry, technical unit into one where students arrive to class wondering about the exciting topic for the day.” I would say 80% of my students like this flipped portion of the semester. ” (Salvarad)
27. Kathy Schrock’s Guide to AppsOrganized by Bloom’s Revised
28. Bad Reasons for Flipping Students will appreciate any/all technology (Only use technology when it helps teach) Using more technology will make a class “cutting edge” (Creating online content is not really that new—many students create and post their own content) Because it’s easier (It increases student learning, but it takes a lot of time)  (Bergman and Sams)
30. Advice:•Read Flip Your Classroom andcheck out their 22-minute videointro to flipping.•Go to YouTube and search for“flip” or “flipped” class and yourtopic/course•Go to Ted.com and check outthe talk given by the founder ofKhan Academy after hediscovered his videos were usedin the flipped classroom
31. Advice for Administrators Provide coaching , assist in finding a coach, or Encourage “flipped teachers” to coach others Understand that learning in a flipped classroom can look loud and disorganized Communicate that you primarily value learning Encourage instructors to embrace the dissonance that can come with change Be a sounding board or a buffer when needed Model the flipped classroom by flipping meetings  (Bergman)
32. Advice for Faculty Note in the syllabus that students need internet access Start with an online course Use other people’s content  Professionals (Khan Academy, TedTalks)  Textbooks  Students Do not re-do screencasts until they are perfect Consider doing screencasts at home, before work, or after work until AREON is implemented
33. Help one another Don’t do it alone: Find friends who are flipping.  Try http://flippedclassroom.org/  Start commenting on “flipper’s” blogs  Start your own “flipped” blog  Network here at AATYC, share ideas, exchange email, friend on Facebook  Collaborate later through AREON  Share content creation