Falling
• Engagement
• Differentiated instruction
• Responsibility, investment & risk-taking
• Eric Mazur, Harvard University
• Tim Slater, Univ. of Wyoming
• Salman Khan, Khan Academy
• But I’m a great lecturer!
• I’ve mastered my slides/whiteboard
• Students love my lectures
“I want to learn from you”
Increased accountability/visibility
Unsure of the new landscape
• Do not re-lecture
• Allow your students to step up
• Your role has changed
•Do not re-lecture
•Allow your students to
st...
•Guidance
• Integration
• Introduce students to the landscape
• Make your expectations crystal clear
• Create clear incentives for students
Guidance:
Introduce students to the landscape
• Course syllabus
• Tone and
structure on first
few days of class
Guidance: Syllabus language
“You are expected to take an active role in the
process of your own learning. In support of
th...
Guidance:
Make your expectations crystal clear
• Guide what to watch/read when
• Explain how to engage with video lectures
Guidance:
Make your expectations crystal clear
Guidance: Create clear incentives
• Frequent, low-stakes
assessments
• Students are held
responsible in class
Remember tha...
Create
a
Holistic
Learning
Experience
“All learning is necessarily hybrid.”
- Jesse Stommel
1. Begin class each day by referring to
some aspect of the lecture video
2. Use daily announcements
3. Set aside class tim...
Expect that all students have
watched the lecture and teach
at that level.
Refer to lecture details when
working on applic...
Require participation in online discussion
groups that relate to both in and out-of-
class activities.
Discussion ideas:
homework, lecture, resource sharing
Thanks for listening.
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Falling Up: Two Keys to the Well-Flipped Classroom

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Stephanie Diemel of Shoreline Community College illustrates two keys for flipping the classroom at the first IGNIS webinar (hosted by SBCTC eLearning and Assessment, Teaching, and Learning). Listen to the Blackboard Collaborate Recording:

https://sas.elluminate.com/p.jnlp?psid=2014-02-06.0804.M.F223F0839C063C0F7F8BDEA4A2F541.vcr&sid=2008170

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  • Engagement
    Differentiated instruction
    Responsibility, investment & risk-taking

    “Some people talk in their sleep. Lecturers talk while other people sleep”  ― Albert Camus
    “There is no greater anti-brain environment than the classroom and cubicle” –Dr. John Medina
  • Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics course. American Journal of Physics, 66(1), 64-74.

  • “I want to learn from you”
    Increased accountability/visibility
    Unsure of the new landscape
  • You are expected to take an active role in the process of your own learning. In support of this, I teach this class using a “flipped” model.
    Each class meeting is designed based on the assumption that you have completed the assigned reading and video lecture for that section or chapter.
    Be ready to invest in yourself and your learning.
  • Guide what to watch/read when

    Explain how to engage with video lectures
  • Begin class each day by referring to some aspect of the lecture video

    Use daily announcements

    Set aside time for students to ask questions about the lecture video
  • Expect that all students have watched the lecture and teach at that level.

    Refer to lecture details when working on applications in class.
  • Falling Up: Two Keys to the Well-Flipped Classroom

    1. 1. Falling
    2. 2. • Engagement • Differentiated instruction • Responsibility, investment & risk-taking
    3. 3. • Eric Mazur, Harvard University • Tim Slater, Univ. of Wyoming • Salman Khan, Khan Academy
    4. 4. • But I’m a great lecturer! • I’ve mastered my slides/whiteboard • Students love my lectures
    5. 5. “I want to learn from you” Increased accountability/visibility Unsure of the new landscape
    6. 6. • Do not re-lecture • Allow your students to step up • Your role has changed •Do not re-lecture •Allow your students to step up •Your role has changed
    7. 7. •Guidance • Integration
    8. 8. • Introduce students to the landscape • Make your expectations crystal clear • Create clear incentives for students
    9. 9. Guidance: Introduce students to the landscape • Course syllabus • Tone and structure on first few days of class
    10. 10. Guidance: Syllabus language “You are expected to take an active role in the process of your own learning. In support of this, I teach this class using a ‘flipped’ model.” “Each class meeting is designed based on the assumption that you have completed the assigned reading and video lecture for that section or chapter.” “Be ready to invest in yourself and your learning.”.
    11. 11. Guidance: Make your expectations crystal clear • Guide what to watch/read when • Explain how to engage with video lectures
    12. 12. Guidance: Make your expectations crystal clear
    13. 13. Guidance: Create clear incentives • Frequent, low-stakes assessments • Students are held responsible in class Remember that excitement, joy and challenge are all real motivators as well
    14. 14. Create a Holistic Learning Experience
    15. 15. “All learning is necessarily hybrid.” - Jesse Stommel
    16. 16. 1. Begin class each day by referring to some aspect of the lecture video 2. Use daily announcements 3. Set aside class time for students to ask questions about the lecture video
    17. 17. Expect that all students have watched the lecture and teach at that level. Refer to lecture details when working on applications in class.
    18. 18. Require participation in online discussion groups that relate to both in and out-of- class activities.
    19. 19. Discussion ideas: homework, lecture, resource sharing
    20. 20. Thanks for listening.

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