Presentation from a flipped summer classroom workshop held during May and June 2014 for Arts & Science Faculty at CU Boulder. Workshop was presented by ASSETT - Arts & Science Support of Education Through Technology.

1. Flipped Summer Classroom
Workshop

2. Flipped Classroom Resources
http://bit.ly/assettflip

3. The biggest barrier to [a] blended
learning [approach] is the
pathological fear that your students’
performance will worsen if you do not
lecture to them.
http://edinnovation.wisc.edu/content/uploads/2013/02/06a_flipping_courses.pdf

4. Why are you here?

5. Agenda
9:15 - 11:00 am :: Nuts & Bolts of the Flipped
Classroom
11:00 am - 12:00 pm :: Lunch
12:00 - 1:30 pm :: Camtasia
1:45 pm - 4:00 pm :: Active Learning &
Assessment

6. After attending this workshop, the
participant will be able to:
1. design a lesson/module using tenets of the flipped
classroom;
2. produce a short lecture video for concept mastery;
3. plan in-class activities that provide opportunities
for critical thinking;
4. evaluate student learning using a combination of
assessment types.

7. What is your definition of a ‘Flipped Classroom’

9. Flipped Learning is …
a pedagogical approach in which direct instruction
moves from the group learning space to the individual
learning space, and the resulting group space is
transformed into a dynamic, interactive learning
environment where the educator guides students
as they apply concepts and engage creatively in the
subject matter.
Flipped Learning Network

10. Flipped Learning is ...
➔a student-centered learning approach.
➔maximizing in-class time, providing students
with an opportunity to apply concepts, with
personalized attention.
➔changing the way students engage with
content, peers, lectures and YOU.
➔not a new trend or contemporary way of
teaching.

11. Seven Principles for Good Practice in
Undergraduate Education
1. Encourages contact between students and faculty.
2. Develops reciprocity and cooperation among students.
3. Encourages active learning.
4. Gives prompt feedback.
5. Emphasizes time on task.
6. Communicates high expectations.
7. Respects diverse talents and ways of learning.
Chickering and Gamson, 1987

12. Research on Flipped Learning
“Quantitative and rigorous qualitative research
on flipped learning is limited, but there is a
great deal of research that supports the key
elements of the model with respect to
instructional strategies for engaging students
in their learning.”
Flipped Learning Network, 2013

13. Active learning research tells us ….
that active involvement in the learning
process is vitally important in two areas: (a)
for the mastery of skills, such as critical
thinking and problem-solving and (b) for
contributing to the student’s likelihood of
persisting to program completion
(Braxton, Jones, Hirschy, & Hartkey, 2008; Prince, 2004).

15. Growing practice that shows
promise and potential, AND
presents opportunities for
research.

16. Student Engagement
F
Flexible
learning
environment
L
Shift in
Learning
culture
I
Intentional
Content
P
Professional
Educators
Pillars of Flipped Learning
Adapted from A White Paper based on the Literature review titled A Review of Flipped Learning

17. Who is flipping their classrooms
➔Mostly K-12
➔Higher Ed is slowly gaining traction
➔CU
◆ Andrew Martin, EBIO
◆ Shaw Ketels, Psychology
◆ Phoebe Young, History
◆ Olivia Conner, IEC
◆ probably many more!

18. Possible outcomes of the classroom
● Improved critical thinking and problem
solving skills
● Increased engagement with students
● Increased student engagement with content
● Ability to offer personalized learning
● Ability to facilitate mastery learning
● MORE Data

19. Clintondale High School
http://www.pbs.org/newshour/bb/american-graduate-july-dec13-flipped_12-11/

20. Byron High School
Image Credit: http://stemwire.org/files/flipped-1.jpg

21. Higher Ed
● US (UW - Seattle)
o Intro to Biology Pre Flip: 17% failure
o Post Flip: 4% failure rate & # of A increased from 14 to 24%
● Canada (U of BC - Vancouver)
o Large Lecture Physics course (250+/section)
o Flipped only last week of instruction
o Post Flip: Attendance - 20%, engagement 40%, and scored
more than 2x as well as students in lecture section on MC
comp exam.
http://www.flippedlearning.org/cms/lib07/VA01923112/Centricity/Domain/41/HigherEdWhitePaper%20FINAL.pdf

22. Flipped classroom model improves graduate student performance in cardiovascular, respiratory, and renal
physiology (J. D. Tune , M. Sturek , D. P. Basile (2013) Advances in Physiology Education 2013 Vol. 37no. 316-320)
Students in the flipped course scored significantly higher (P ≤ 0.05) on the cardiovascular, respiratory, and weighted cumulative
sections by an average of >12 percentage point. Exam averages for students in the flipped course also tended to be higher on the
renal section by ∼11 percentage points (P = 0.06).

23. From the Educational Technologist lens
...
Pedagogical and
technical support
IT Infrastructure (D2L,
Kaltura, WiFi,
Computer labs)
Availability of
software

24. Examples of Flipped
Classrooms

25. Chem 43 - Duke University

26. MTH 201: Calculus - Grand Valley State University

27. Thoughts so far about your flipped classroom

28. Criticism of the Flipped Classroom
➔It’s just another higher ed trend, buzz word,
or gimmick.
➔Undervalues the power of good, face to face,
socratic teaching methods.
➔Students say their instructor is just ‘coasting’
and not really teaching them.

29. Considerations
➔One size does not fit all
◆ Humanities, Socratic method, Seminar
◆ Teaching Styles
◆ Learning Styles
➔Physical classroom constraint
◆ Stadium Seating
◆ Lack of outlets or Internet connection

30. Flipping Courses: Transitioning From Traditional Courses to a Blended‐Learning Approach
http://edinnovation.wisc.edu/content/uploads/2013/02/06a_flipping_courses.pdf

31. Let’s start flipping!

32. How do I flip my class?
1. Record lectures
2. Assign lectures as homework
3. Facilitate engaging learning activities during
class time
4. Create assessments that frequently check
for understanding.
5. Create opportunities for student feedback.

33. Flipped Approach
Pre-Class
➔ Lower Order
Objectives
➔ Learning Resources
➔ Task
➔ Assessment
In-Class
➔Higher Order
Objectives
➔Activity
➔Assessment

34. Image: http://www.baystatetech.org/get-your-hands-dirty/

35. http://www.universitybusiness.com/article/sample-flipped-class-session-agenda-infographic

36. Flipping Large Classes
The idea and process are the same
BUT....
Classroom management may need more attention than
in a smaller class.

37. Flipping Large Classes
● Can you make stadium seating work?
● Do you have enough TAs?
● Will the TAs’ roles need to shift?
● What technologies can help with classroom
management?
o clickers or other response systems
o auto-graded quizzes
o group tools
● Could you incorporate alternate meeting times?

38. What will your flipped classroom will
look like?

39. Get Ready to Screencast!
Do you:
● have a lesson/concept that you’d like to
record?
● have the Camtasia software installed?
o If not, go to http://bit.ly/dl_cam
● have your software key?
o Please see a facilitator

41. Creating ADA Compliant Screencasts
● Accessible Delivery of Audio & Video
● Accessible Delivery of Images
● Accessible Delivery of Text

42. “Brain research tells us that the novelty of any stimulus
tends to wear off after about 10 minutes, and as a
result, learners tend to check out after 10 minutes of
exposure to new content” (Medina, 2008.)
“One benefit, then, of placing lectures online may be
that they can break down direct instruction into more
engaging, 10-minute bites of learning.”
Educational Leadership, 2013

43. Recommendations
● <10 minutes
● Adequate lighting and neutral background
● Sound: find a quiet space
o use mic to isolate voice and decrease ambient
sounds
● Clean up your (computer) desktop
● Develop & publish a script to increase
accessibility!

44. Examples

45. Professor Flipper
Case Study

46. Active Learning
https://www.flickr.com/photos/tamuc/

47. Jigsaw Video

48. What is Active Learning?
Active learning is "anything that involves students
in doing things and thinking about the things they
are doing."
Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom (ASHE–ERIC Higher Education Rep. No. 1). Washington, DC:
The George Washington University, School of Education and Human Development.

49. Facilitating
Instructing

51. Structuring Group Activities
How to Implement the Elements of Cooperative Learning
● Lessons are structured
● Learners work together to achieve shared goals.
● Work in small groups.
● Groups are heterogeneous.
● Joint success is celebrated.
● Evaluated by matching performance with clear criteria

52. Structuring Group Activities
Positive Interdependence
Individual Accountability
Face-to-Face (Promotive) Interaction
Interpersonal and Small Group Social Skills
Group Processing

53. Structuring Group Activities
Positive Interdependence Goal Interdependence, Resource Interdependence
Role Interdependence
Individual Accountability Individual Grades, Peer Assessment
Promotive Interaction Student Roles
Interpersonal Skills Discussion, Time to Practice
Group Processing Individual Reflections

54. ASSESSMENT

55. Accountability for pre-class activities
● Self tests, Self checks
● Auto graded quizzes
● JiTT
● Low stakes incentives for mastery
concepts

56. Formative Assessments
● Short online survey
● Muddiest point
● 1 minute essay
● Good For’s

57. Use Bloom’s for Alignment

58. Objective
Activity
Activity
Activity
Assessment

59. Course evaluations
● Student perceptions of the flipped method
● Data that can help you determine the
success of the flipped method

60. Professor Flipper
Case Study
Revisited

61. What will your flipped classroom will
look like?

62. “In a flipped classroom, a professor is able to teach
both content and process. The kinds of problems
that people with degrees in mathematics get hired to
work on are amorphous and poorly defined. A lot
of the problems my students will face don't even
exist yet. We can't just focus on
content coverage. We have to
teach the ability to adapt and
evolve along with the problems.”
Quote from Robert Talbert in 6 Expert Tips for Flipping the Classroom, 2013

63. Thank you!
Jacie Moriyamamoriyama@colorado.edu
Amanda McAndrew
Amanda.McAndrew@colorado.edu
Nisha Azimovaniaz5689@colorado.edu

65. Criticism of Higher Ed
“Apathetic students, illiterate graduates,
incompetent teaching, impersonal
campuses …”
Chickering and Gamson, 1987

66. The Transmittal Model
“Assumes that the student's brain is like an empty container
into which the professor pours knowledge. In this view of
teaching and learning, students are passive learners rather
than active ones. Such a view is outdated and will not be
effective for the twenty-first century, when individuals will
be expected to think for themselves, pose and solve
complex problems, and generally produce knowledge
rather than reproduce it.”
College Teaching, 1993

67. Challenges Large Classes
● Instructors have reduced interactions with students
● Students feel isolated and anonymous
● Leads to feeling less responsible and motivated
● Reduced level of active involvement
● How to implement student centered approaches
with so many students
(Kerr, 2011)

68. What we know ….
In one survey of 453 teachers who flipped their
classrooms, 67 percent reported increased test
scores, with particular benefits for students in
advanced placement classes and students with special
needs; 80 percent reported improved student attitudes;
and 99 percent said they would flip their classrooms
again next year (Flipped Learning Network, 2012).

69. Flipped classroom model improves graduate student performance in cardiovascular, respiratory, and renal
physiology (J. D. Tune , M. Sturek , D. P. Basile (2013) Advances in Physiology Education 2013 Vol. 37no. 316-320)
Students in the flipped course scored significantly higher (P ≤ 0.05) on the cardiovascular, respiratory, and weighted cumulative
sections by an average of >12 percentage point. Exam averages for students in the flipped course also tended to be higher on the
renal section by ∼11 percentage points (P = 0.06).