May already be doing readingsVideo – gives students another way to learn the material. Puts learning content in student control. Students can stop, start and review material until they get it. Can fast-forward if they already know it. Could use ScreencastsRecord lectures in small chunks (10 minutes or less) -- FRC can help with this!Could use videos from other sources – Margy’s presentation (OER)For screencast or video content think about “ After watching this, students will know or be able to…”Devoting classtime to application of concepts gives instructors an opportunity to detect errors in understanding. In class collaborative assignments encourages students to learn from one another. Help students practice working with content by asking them to apply knowledge. Could use clickers or audience response systems to do some polling.Downsides –Creating videos, podcasts, and in class activities requires more prep the first time you teach a concept. Students may initially complain about loss of lectures. Prepare the students ahead of time for the flipped sessions.
Examples:- Short answer or multiple choice quiz in Blackboard due the day before class
Flipping presentation final
FLIPPING THE CLASSROOMStrategies for Covering the Content WhileIncreasing Active and Higher-Order Learning Brenda Adrian, Instructional Technology Julie Sievers, Center for Teaching Excellence Angel Tazzer, Instructional Technology Margy Warner, Library
Why Flip? Because everybody is doing it?wait . . . that can’t be right
REASONS TO FLIPDeepen students’ knowledge and move to higher-order skillsMake the best use of your skills as instructorTake the pulse of the class – early and oftenInteract more with studentsStay on your toes
MYTHS ABOUT FLIPPED CLASSROOMS It’s all about the videos You have to flip your entire class Students will love not having lectures in class It’s just the latest trend There’s only one way to flip a classroom It’s a way to replace faculty Students won’t do out of class work
FLIPPING THE CLASSROOM Students learn new content outside of class Readings Video Podcasts Students review or apply new content in class Quizzes Discussion Collaborative Assignments
PEER INSTRUCTION (PI) Developed by Eric Mazur in the early 1990s Presentation of a topic in Peer instruction ~ 15 Minutes Mini – Lecture 7 – 10 minutes Question Posed 1 minute Students given time to think 1-2 minutes Neighboring students discuss their answers 2 – 4 minutes Students record / report reviewed answers Feedback to Teacher: Tally of Answers Explanation of the correct answerSource: http://www.compadre.org/perug/guides/section.cfm?G=Peer_Instruction&S=Wh
JUST-IN-TIME TEACHING Students Complete a Pre-Class Reading Assignment Students Submit a Reading-Based Assignment Online Instructor Reviews Students’ Assignment Prior to Class Instructor Clarifies Common Misunderstandings During Class Process is Repeated with Next Class
PEER INSTRUCTION: DR. ERIC MAZUR http://www.youtube.com/watch?v=lBYrKPoVFwg&feature= share&list=UUb8MCK0KpefTuXlCsWzPBiA
TABLE DISCUSSIONSAt your tables, discuss the following questions for 10 minutes. 1. Have you tried any of these models? If so, what worked well, and what didn’t? Pre-class videos/screencasts Pre-class readings Peer learning Just-in-time teaching 2. Which models are you interested in trying, and why?
GETTING STUDENTS TO DO THE PREP 4 STRATEGIES 1. Sell it 2. Give them a purpose / focus 3. Hold them accountable 4. Stop lecturing the readings / videos 5. All of the above
1. SELL THE PREP Explain purpose, value, relevance Pitch the pedagogy Appeal to their grade concerns
2. GIVE THEM A PURPOSE OR FOCUS Introduce / Frame it Focus their attention Explain what they’ll need to do with it Provide guiding questions Assign homework over it
3. HOLD THEM ACCOUNTABLE Quizzes Frequent & regular Homework Notes, summaries, abstracts & outlines, concept maps, or mind maps Answers to study, reading, or end-of-chapter questions Solutions to problems Writing-to-learn exercises (journaling, reflection, analysis, blogging) Application
In-class problem-solving or written exercises Problems Mind dump Reading/viewing response mini-essay, summary, or paraphrase Minute paper Concept or mind map
Oral performance Random calling Students bring questions, call on other students to answer Recitation sessions – simple to higher-order questions Socratic method debates, panels, press conferences, role plays, simulations Grade, but not in time-intensive ways One-four-point scale No need for feedback Grades need to count towards final grade (more than 5%, up to 20%)
4. STAND YOUR GROUND Don’t lecture the readings / videos / prep Extend, update, clarify . . . but don’t repeat
TABLE DISCUSSIONSAt your tables, take 10 minutes to discuss the following questions In the past, what strategies have you found most effective for motivating students to prep for class? What have you tried that did not work? Of those listed, which strategies hold the most potential for your courses?
“We are excited about the growth of school models that blendthe best of face-to-face and digital instruction to personalizelearning for students.” Stacy Childress, Deputy Director of Innovation, Bill and Melinda Gates Foundation“But how do most teachers figure out what’s available andright for them? There’s not yet a good answer to thisquestion.” 2012 Annual Letter From Bill Gates | Bill & Melinda Gates Foundation
COPYRIGHT CRASH COURSE ✩Copyright Crash Course http://copyright.lib.utexas.edu/ Online Tutorial will help you learn about how ownership of copyrighted materials works. Learn about Fair Use Learn how to use a Creative Commons license
OPEN/FREE EDUCATIONAL CONTENTThere are many, many sources for free/open academiccontent.●Open Content Repositories●Higher Ed Sponsored Open Courseware●Random Academic Resources – videos, lectures, images,podcasts….
OPEN CONTENT REPOSITORIES http://www.oercommons.org ✩ The OER COMMONS Worldwide learning network of shared teaching and learning.
Creative Approaches to the Syllabus Tona Hangen
WHAT TO DO WITH CLASS TIME?One example: Eric Mazur, Physics, Harvard University peer instruction over challenging questions, with clickers
ACTIVE LEARNING ACTIVITIES informal group learning formal group learning activities activities group problem solving team-based learning think / pair / share inquiry-guided learning ConcepTests / peer problem-based learning instruction project-based learning Jigsaw structured / academic controversy group investigation
discussions writing-to-learn activities small group freewrites whole group peer review of drafts one-minute papers mock tests simulations, role playing, case studies: and games discussions or analyses
service learning & civic student presentation engagement activities activities debates panel discussions undergraduate research expert individuals or teams symposium guest speakers
THINK, DISCUSS Take 3-4 minutes and write down the classroom activities that have worked best for you in the past. Why were they effective?
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