ETUG Spring 2013 Workshop - My flipped classroom by Judy Larsen


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My Flipped Classroom: A Case Study

Our world is shifting, and knowledge no longer flows solely from teachers and textbooks, but rather from a variety of multimedia. The affordance provided by technology to seamlessly deliver course content online and out of class time can allow for the development of a student-centered classroom environment conducive to autonomous learning and engagement with material. In this session, Judy Larsen will share her experiences with developing and delivering a hybrid upgrading mathematics course through the implementation of a flipped classroom model. Aims for choosing the flipped classroom design and implementation strategies will be over viewed along with a demonstration of the technology used to create the design (Camtasia, PowerPoint, & Blackboard Learn). Attendees will have a chance to collaborate about ideal learning environments, share personal experiences with blended learning environments, discuss concerns about the flipped classroom design, and ask questions about implementation and student response to the design. Finally, future direction for the flipped classroom model will be considered.

by Judy Larsen

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ETUG Spring 2013 Workshop - My flipped classroom by Judy Larsen

  1. 1. MY FLIPPEDCLASSROOMA Case Studyby Judy Larsen
  2. 2. ABOUT MEJudy LarsenUniversity of the Fraser ValleyUpgrading and University Preparation DepartmentMathematics InstructorSimon Fraser UniversityMaster’s in Secondary Mathematics Education ProgramJudy LarsenETUG Spring 2013
  3. 3. TIMEHow should we be using it?Judy LarsenETUG Spring 2013
  4. 4. THE FLIPPEDCLASSROOM MODELContent delivery out of class time Student autonomy Curriculum is “covered”Construction of understanding during class time Time now available for student-centered teaching!Judy LarsenETUG Spring2013
  5. 5. WHAT I NOW HAVE TIMEFOR . . .Student-centered, inquiry based, [insert buzz word] teaching:
  6. 6. AND . . .Making connections
  7. 7. MY JOURNEYWhy did I choose the flipped classroom model? To make time for learning CanFlip in KelownaHow did I begin? Making the videos . . . CAMTASIA Setting up the online environment . . . BLACKBOARD LEARN Check it out . . .Judy LarsenETUG Spring 2013
  9. 9. STUDENT RESPONSES“I like these videos, it’s on my own time, and I don’t have tostare at the teacher’s back. I have a really hard time readingthe board half the time so I just sit there going, ok I’m bored,and I don’t really understand this.”“One section that I had trouble with, I constantly watched thevideos over and over until I understood what was beingtaught.”“If I was confused about anything, we would explain everythingin great detail and have debates about it. I learned differentways to solve problems during the activities and others learnedfrom me. This was fantastic.”
  10. 10. WHAT I’VE LEARNEDBenefits Team based collaborative learning Student inquiry based teaching Autonomous election of resources Choice to go at own paceChallenges Technological Developing the right in-class environment Allowing some students to use class in self-paced mannerQuestions? Similar experiences? Judy LarsenETUG Spring 2013
  11. 11. WHAT NEXT?What else could be done with this idea? Check out
  12. 12. THE FLIPPED CLASSDESIGNIn-class• Activities• Assignments• DiscussionsOut of class• Videos• Forums/Email• PracticeJudy LarsenETUG Spring 2013