Note the three most valuable points raised by the video/article with respect to student-centred learning and/or the flipped classroom
Activity debrief ...Productquality of what they madeit the product itself what’s important here?Homework did you do it?did you watch the video ... the whole thing?did you actually make a sonobe?did you think ... why did she assign this ... this has absolutely nothing to do with me and this class?How easy was it to learn from the video?could you do it after one viewing?did you need multiple views?did you watch and try?did you take multiple tries to get one made?Takeaway ... if I had wanted you to actually make one, I should have specified exactly what I expected in the e-mail you each received
Activity Debriefdid anyone get a cube?effect of group work ...did some of you finally get a sonobe made?did you learn from your classmates?did someone show you how to do it?did someone take control?Ease of learning?did you get it on the first try?did it take multiple tries?did anyone pull out their phone and find a resource to help do the task?Takeaways ...benefits of individual work combined with group workuse of homework that is very clearly definedthe whole matter of process vs. product
Some of the folks credited with pioneering the flipped classroomBergmann & Sams – high school chemistry teachers in Colorado … realized that they could share resources and improve learning … wrote ISTE book on techniques … conference speakersSal Khan – engineer, mathematician - Khan Academy … created learning modules for his nephew … often thought of as flagship of flipped learning because it has been popularized by media (TED talk and support from Bill Gates Foundation … thousands of 6-10 minute modules plus now a learning environment as wellEric Mazur – Harvard Physics prof … many years of research into this area … reknown conference speaker as well
image and video from University of Texas at Austin
lots of definitions many of which talk exclusively that the transfer of information takes place outside of class (usually via video, podcast or textbook reading) and the in-class time becomes active learning, sometimes collaboratively, sometimes with different students at different paces, BUT I think that this definition is much more to the point of what flipped learning is all about
This is what our class distribution is supposed to be … This is what it actually is …Flipping allows me to tap into the top students to help improve the struggling students by making the thinking visible … why did you solve that problem that way, why is that the right answer …
Enrique is struggling in school, specifically in his math course. Every day the teacher stands in front of the class and teaches to the course outline. She uses the latest technology including an interactive whiteboard that is supposed to engage all students and get them excited about learning. Enrique’s problem is that the teacher talks too fast for him, and he can’t take notes quickly enough. When he does get all the notes from class onto paper, he does not understand what they mean. When he goes home to complete his homework, he continues to struggle because what he wrote down in class during the lecture doesn’t seem to match with what he is supposed to do on his assignment. Thus, Enrique, a hard-working student, has few options: he can go to class early and ask the teacher for help, he can call a friend with the hope that the friend understood what she said, he can copy homework from a friend, or simply give up.
Janice is active in sports. She is a conscientious student who always wants to do her best. Unfortunately, she has a difficult science class on Friday afternoon. She must often leave school at noon on Friday to travel to games and matches, and she misses a lot of classes. She tries to keep up with the class, but she just can’t because she misses so much of it. She sometimes comes in and meets with her teacher before school, but he is often too busy to individually teach her everything she missed.
Ashley has spent the better part of her life learning how to “play school.” She is 10 years into mastering the art of meeting her teachers’ requirements by making sure that she meets every detail of a grading rubric. She never actually absorbs the key concepts. She consistently earns As and Bs in her classes – not because she has demonstrated understanding, but because she has met the requirements in the rubric. Those grades do not accurately reflect what she has actually learned.
Two main schools of thought ... first I call the PAC model and is similar in format to what was described in the video ... PREPARE = student get their first exposure to the content OUTSIDE of classAPPLY – an interactive application of concept IN classCONFIRM/REVIEW – confirm skills/knowledge OUTSIDE class
Second Model ... I call the EEA model and is a bit different ... EXPLORE - student get their first exposure to the content IN classEXPLAIN – introduction of definitions, equations, structured knowledgeAPPLY – interactive application of concepts IN classMay be more appropriate format for those who are doing hybrid courses this year for the first time
Sample of my planning sheets for and PAC type flipped class ...detailsthings I need to do before class
PREPARE Phase ... resources that students are to access before class (include URLs, citations, etc.)APPLY Phase ... list of activities and approximate times + whether to be done as a class, individually, or in a group
CONFIRM Phase ... activities that students will take away to review/practice ... introduced at the end of class
have students regroup according to discipline ... colour codes match the table markersusing class prep handout, choose a topic and start planning a flipped class
one thing to take away from this session … move attention away from teach and toward learner!
invite participants to visit my blog for links to today’s slides and wiki for resources, research and general info that may be useful in their teaching.
Flip that classroom moving toward student centred learning 2013 (no names)
Flip that ClassroomMoving towardStudent-Centred LearningNancy NelsonJune 2013
Flip That Classroom - Nancy NelsonJune 2013Learning Check!4 minutes1. Fold a sonobe unit using one of thecoloured sheets from the table2. Mark the flat square face with themost valuable point you took awayfrom the assigned article aboutstudent-centred learning and/or theflipped classroom
Flip That Classroom - Nancy NelsonJune 2013So what just happened?Quality of the Product?Did you do the homework?• read the article?• watch the video?• make a sonobe?• think the video was awaste of your time?Ease of learning?• one view?• multiple views?• watch and try?• multiple tries?
Flip That Classroom - Nancy NelsonJune 2013Application!Working with the people inyour group, form a cube madeup of your individual sonobeunits ... make sure the writingis on the outside of the cube!4 minutes
Flip That Classroom - Nancy NelsonJune 2013And now what happened?Quality of the Product?Effect of group work?• finally make a sonobe?• contribute ideas?• solve a problem?Ease of learning?• one try?• multiple tries?• use technology?Take aways?• individual vs group?• use of homework?• process vs. product?
The Flipped ClassroomFlip That Classroom - Nancy NelsonJune 2013Aaron Sams & Jonathan Bergmann“Students need their teachers present toanswer questions or to provide help if theyget stuck on an assignment; they don’tneed their teachers present to listen to alecture or review content.”Salman Khan – Khan Academyfree world class education to anyone,anywhereEric Mazurenvisions a shift from “teaching” to“helping students learn.”
Flip That Classroom - Nancy NelsonJune 2013What is a flipped classroom?Image: Center for Teaching and Learning, University of Texas at Austin ... http://ctl.utexas.edu/ctl/node/425Video: Schell, Judy (2013). What is a Flipped Classroom? Turn to your Neighbor blog ... http://blog.peerinstruction.net/2013/04/22/what-is-a-flipped-classroom-in-60-seconds/
Definition …“Ultimately, flipped learning is not aboutflipping the “when and where” instruction isdelivered; it’s about flipping the attentionaway from the teacher and toward thelearner.”Flip That Classroom - Nancy NelsonJune 2013Sams, Aaron & Bennett, Brian, “The truth aboutflipped learning”, eSchool News, May 31, 2012http://www.eschoolnews.com/2012/05/31/the-truth-about-flipped-learning/ , Accessed June 18, 2012
Why flip?Flip That Classroom - Nancy NelsonJune 2013
Flip That Classroom - Nancy NelsonJune 20135 minutesEach group has a task on the back oftheir table’s RESERVED card:• read the scenario• propose flipped class techniques thatcould help improve the student’schance of success• 1 minute presentation to the group• briefly describe the scenario• present flipped ideas for improvingToday’s Challenge!
Flip That Classroom - Nancy NelsonJune 2013Scenario 1 - EnriqueProblem Flip to Help
Flip That Classroom - Nancy NelsonJune 2013Scenario 2 - JaniceProblem Flip to Help
Flip That Classroom - Nancy NelsonJune 2013Scenario 3 - AshleyProblem Flip to Help
Flip That Classroom - Nancy NelsonJune 2013Impementing the Flip …PrepareApplyConfirmfirst exposure to contentOUTSIDE of classinteractive application ofconcepts IN classreview and confirm newknowledge/skillsOUTSIDE classPAC Model
Flip That Classroom - Nancy NelsonJune 2013ExploreExplainApplyfirst exposure to contentduring guided explorationIN classintroduction ofdefinitions, equations, structured knowledgeOUTSIDE of classinteractive application ofconcepts IN classImpementing the Flip …EEA Model
Make it your own …Flip That Classroom - Nancy NelsonJune 2013Regroup with ‘discipline’ people:• select a topic/class/unit• use the die to help use the key pointsabout flipped classes• plan a flipped class• share plan with the group (timepermitting)
If you only take away one thing …“Ultimately, flipped learning is not aboutflipping the “when and where” instruction isdelivered; it’s about flipping the attentionaway from the teacher andtoward the learner.”Flip That Classroom - Nancy NelsonJune 2013