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Strategies to enhance student engagement and learning in class: blending and flipping

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Seminar given at Vancouver Island University in March 2015

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Strategies to enhance student engagement and learning in class: blending and flipping

  1. 1. STRATEGIESTO ENHACE STUDENT ENGAGEMENT AND LEARNING IN CLASS: BLENDING AND FLIPPING Simon Bates simon.bates@ubc.ca @simonpbates http://bit/ly/batestalks
  2. 2. Overview ! Examples ! Evidence of effectiveness ! Challenges & considerations ! Resources
  3. 3. On any web-enabled device ! ! ! ! ! ! ! ! ! m.socrative.com ! room number ubc1
  4. 4. Overview ! Examples ! Evidence of effectiveness ! Challenges & considerations ! Resources
  5. 5. Acquisition ! ! Assimilation
  6. 6. Context - class time (specifically lectures) CC BY-NC 2.0 https://flic.kr/p/f3ynHx Derek Bruff: Class time reconsidered http://prezi.com/donq036eunko/class-time-reconsidered/ https://www.brookes.ac.uk/services/ocsld/resources/20reasons.html
  7. 7. Take a vote: m.socrative.com enter room ubc1 Source  ar)cle  :  Poh,  M.Z.,  Swenson,  N.C.,  Picard,  R.W.,  "A  Wearable  Sensor  for  Unobtrusive,  Long-­‐term  Assessment  of  Electrodermal  Ac)vity,"  IEEE  Transac)ons  on  Biomedical  Engineering,  vol.57,  no.5,  pp. 1243-­‐1252,  May  2010.  doi:  10.1109/TBME.2009.2038487   ! Ac)vity:  Jared  Stang,  UBC  Physics    
  8. 8. Weekly rhythm for our 1A class Poh,  M.Z.,  Swenson,  N.C.,  Picard,  R.W.,  "A  Wearable  Sensor  for  Unobtrusive,  Long-­‐term  Assessment  of  Electrodermal  Ac)vity,"  IEEE  Transac)ons  on  Biomedical  Engineering,  vol.57,  no.5,  pp.1243-­‐1252,     May  2010.  doi:  10.1109/TBME.2009.2038487  
  9. 9. Weekly rhythm for our 1A class
  10. 10. Overview ! Examples ! Evidence of effectiveness ! Challenges & considerations ! Resources
  11. 11. Learning gains on PI
  12. 12. 1. Pre class material © Jorge Royan / http://www.royan.com.ar / CC-BY-SA-3.0, via Wikimedia Commons
  13. 13. 1. Pre class material - DIY media
  14. 14. Learning gains on PI
  15. 15. Reproduced from Eric Mazur (search “Confessions of a converted lecturer” on YouTube)
  16. 16. 1 2 3 A ball initially at rest is thrown upwards, comes back down & is caught ! Which of the following is a plausible graph of the acceleration of the ball with time?
  17. 17. Source activity: Simon Lancaster (UEA, UK) Ross Galloway (Edinburgh, UK)
  18. 18. http://www.pedagogyunbound.com/tips-index/2014/3/12/prepare-for-class-with-an-annotated-set-list Choreography matters!
  19. 19. Tools matter!
  20. 20. Overview ! Examples ! Evidence of effectiveness ! Challenges & considerations ! Resources
  21. 21. R R Hake American Journal of Physics: Volume 66, Issue 1, Pages 64-74 http://dx.doi.org/10.1119/1.18809
  22. 22. Freeman et al PNAS www.pnas.org/cgi/doi/10.1073/pnas.1319030111 Wieman commentary PNAS http://www.pnas.org/cgi/doi/10.1073/pnas.1407304111 “This meta-analysis makes a powerful case that any college or university that is teaching its STEM courses by traditional lectures is providing an inferior education to its students”
  23. 23. Overview ! Examples ! Evidence of effectiveness ! Challenges & considerations ! Resources
  24. 24. 1. Real (and perceived) workloads 2. Dealing with resistance 3. Suitability of teaching spaces 4. About ‘covering content’ 5. Loss of (total) control ! … and the upsides too.
  25. 25. Overview ! Examples ! Evidence of effectiveness ! Challenges & considerations ! Resources
  26. 26. www.cwsei.ubc.ca
  27. 27. http://blog.peerinstruction.net/
  28. 28. http://flippedlab.learning.ubc.ca/
  29. 29. http://diy.open.ubc.ca/
  30. 30. “At first, it was very difficult to adjust to Dr. Bates’ teaching style after having a <<>> prof that taught through taking notes together. ! After a few weeks, however, I came to understood that this approach was extremely effective. In contrast to my other conventional stern and dull lectures, physics class was a very lively, interactive and inspiring environment; a class that I looked most forward to. ! Dr. Bates lead an interactive environment in which students were stimulated to think amongst themselves and learn from each other.”
  31. 31. simon.bates@ubc.ca @simonpbates bit.ly/batestalks

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