Turning a lecture on its head:                             flip teaching in the university classroom                      ...
„Flipping‟ lectures – treating lectures as really, really              large tutorials, where the students do the work.   ...
Research-based, has positive impact on students‟ learning   e.g. Deslauriers L., Schelew E., & Wieman C. (2011).   Improve...
Control classes               ‘Flip’ class    Attendance                                                 55-57%           ...
Haak D.C., HilleRisLambers J., Pitre E., &                                 Freeman S. (2011). Increased structure and     ...
Their study looked at the impacts of:      Original teaching style: traditional lecture format.      First „treatment‟: le...
“The highly structured [third] approach resulted in another      increase in overall performance by all students, compared...
Design-a-plant            15 October 2012   8
© THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO   15 October 2012   9
© THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO   15 October 2012   10
© THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO   15 October 2012   11
© THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO   15 October 2012   12
How did students perceive this form of learning?                   Please comment on the „design-a-plant‟ and „design-an-a...
Very helpful way to use                                                       the information we had                      ...
What else do students gain?             • Peer-assisted learning             • Practice at written & oral communication of...
But remember to:              • Plan carefully.              • Explain carefully what you are going to do, and            ...
So, why not give                        flip teaching a go?© THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO   15 O...
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NTLT 2012 - Pecha Kucha 2, Alison Campbell - Turning a lecture on its head: Flip teaching in the university classroom

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NTLT 2012 - Pecha Kucha 2, Alison Campbell - Turning a lecture on its head: Flip teaching in the university classroom

  1. 1. Turning a lecture on its head: flip teaching in the university classroom Alison Campbell1 & Kevin Gould2 Flipping lectures is harder than it looks (FYBEC 2011)© THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO 15 October 2012 1
  2. 2. „Flipping‟ lectures – treating lectures as really, really large tutorials, where the students do the work. Opportunities for active learning. Necessary content as reading assignments (or from prior lectures).© THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO 15 October 2012 2
  3. 3. Research-based, has positive impact on students‟ learning e.g. Deslauriers L., Schelew E., & Wieman C. (2011). Improved learning in a large-enrolment physics class. Science (New York, N.Y.), 332 (6031), 862-4 PMID: 21566198© THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO 15 October 2012 3
  4. 4. Control classes ‘Flip’ class Attendance 55-57% 75% Engagement 45% 85% Test before (mean) 47% 47% Test after (mean) 41% 74% 77% felt that they‟d learn more if the entire first-year physics course was taught that way. (from: Deslauriers, Schelew & Wieman, 2011)© THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO 15 October 2012 4
  5. 5. Haak D.C., HilleRisLambers J., Pitre E., & Freeman S. (2011). Increased structure and active learning reduce the achievement gap in introductory biology. Science (New York, N.Y.), 332(6034), 1213-6 25.00% PMID: 21636776 20.00% fail rate, Caucasian 15.00% & non-Caucasian students Haak et al. (2011) 10.00% 5.00% 0.00%© THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO 15 October 2012 5
  6. 6. Their study looked at the impacts of: Original teaching style: traditional lecture format. First „treatment‟: lectures plus daily MC questions & weekly practice tests. Second „treatment‟: no lectures: pre-class reading quizzes, daily MC questions, weekly practice tests, extensive group work in class.© THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO 15 October 2012 6
  7. 7. “The highly structured [third] approach resulted in another increase in overall performance by all students, compared with the low-structure, lecture-intensive course with no required active learning and the moderate-structure design based on clickers and a weekly practice exam.” “… although all students benefit from [highly structured teaching], [non-Caucasian] students experience a disproportionate benefit.” from Haak, HilleRisLambers, Pitre, & Freeman (2011).© THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO 15 October 2012 7
  8. 8. Design-a-plant 15 October 2012 8
  9. 9. © THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO 15 October 2012 9
  10. 10. © THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO 15 October 2012 10
  11. 11. © THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO 15 October 2012 11
  12. 12. © THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO 15 October 2012 12
  13. 13. How did students perceive this form of learning? Please comment on the „design-a-plant‟ and „design-an-animal‟ exercises – what was their impact on your understanding of plant & animal form & function? These were great as it put to work what had been learned (or not) & gave me a better idea of I found these to be a how many things are waste of a lecture as they interrelated. didn‟t enhance my Good – maybe understanding at all. could be mini- assignments or done in tuts to not use up lecture time?© THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO 15 October 2012 13
  14. 14. Very helpful way to use the information we had acquired. Helped to back up my understanding Positive impact on understanding of concepts. Very useful, reinforces previous knowledge & lectures in a fun way. Helpful and fun. Made you really think about Able to comprehend the environmental suitable life-forms factors affecting applicable to given animal/plant design. environments and utilise the info learned in lectures in a practical manner.© THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO 15 October 2012 14
  15. 15. What else do students gain? • Peer-assisted learning • Practice at written & oral communication of ideas • Group work© THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO 15 October 2012 15
  16. 16. But remember to: • Plan carefully. • Explain carefully what you are going to do, and why. • Assess learning appropriately.© THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO 15 October 2012 16
  17. 17. So, why not give flip teaching a go?© THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO 15 October 2012 17

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