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Get the most of class time: Active learning tips


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‘Flipping’ a classroom has become a popular buzzword in recent years, originally used as a way for students who missed a class to catch up on lecture content. This has rapidly evolved and the flipped classroom can now be described as a reversal of traditional teaching, where students access materials before class (readings, lecture videos, etc.) so that the class time can be devoted to deeply understanding the content through strategies such as problem-solving, discussion or debates.
In this video, Ann will begin with an exploration of your questions and experiences of flipped classes. She then presents five strategies for increasing student activity during class time, and then discusses these ideas in the light of your own discipline areas.

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Get the most of class time: Active learning tips

  1. 1. Getting the most out of class time: Active learning tips Ann Wilson, Learning and Teaching at Navitas
  2. 2. Welcome • Introductions – who is in the room?
  3. 3. The flipped classroom • The flipped classroom describes a reversal of traditional teaching where students gain first exposure to new material outside of class, usually via reading or lecture videos, and then class time is used to do the harder work of assimilating that knowledge through strategies such as problem-solving, discussion or debates. (Vanderbilt University, Centre for Teaching).
  4. 4. The flipped classroom A set of pedagogical approaches that: 1. move most information-transmission teaching out of class 2. use class time for learning activities that are active and social and 3. require students to complete pre- and/or post-class activities to fully benefit from in- class work • Reference: Abeysekera and Dawson (2014, 3)
  5. 5. Flipped classroom – the video • Have you used flipped classroom? • What are your questions about a flipped classroom? • Use Chat
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  7. 7. A flipped approach is considered a good way for students to learn because: • it encourages students to take more responsibility for their own learning & come to class prepared • it enables scaffolding of learning more to be done more broadly than the time available in class • face to face time can be spent grappling with ideas and misconceptions • class time is used for higher order learning outcomes • online quizzes can be used to provide feedback before students come to class so both students and teachers can assess progress • it can potentially provide data on engagement and misconceptions to personalise learning and support • students can re-watch / rewind videos if they wish, or read material several times • videos can be sub-titled or a transcript provided, to assist students with English as an additional language. Source:
  8. 8. Flipped Classroom Field Guide The golden rules • The in-class activities involve a significant amount of quizzing, problem solving and other active learning activities, forcing students to retrieve, apply, and/or extend the material learned outside of class. These activities should explicitly use, but not merely repeat, the material in the out-of- class work. • Students are provided with real-time feedback. • Completion of work outside class and participation in the in-class activities are worth a small but significant amount of student grades. There are clear expectations for students to complete out-of-class work and attend in-person meetings. • The in-class learning environments are highly structured and well-planned. • hTVGQltsw-S1fQ/view# 8
  9. 9. Some tips from a teacher 1. Tie your flipped classroom content very obviously to assessment, so students see the value 2. Be clear with students what you’re doing, why you’re doing it and how it will help them learn 3. Make sure you’ve got a strong plan for the face-to-face session that would’ve been your lecture 4. When you make the contact time more interactive you have to relax and go with the flow if students want to take things in a different direction to the one you were expecting 5. Cut your coat according to your cloth – not everything lends itself to flipping, so you’ve got to make the right choices depending on your available resources and your students.
  10. 10. Faculty Focus article • classroom?ecid=ACsprvtng2L58PlRaHVoPfUBoPg5fnk2zu1fQmXDeDv9VIUqciXoMnlzV6QLWZ80MitD9poLReMG&utm_campa ign=Faculty+Focus&utm_source=hs_email&utm_medium=email&utm_content=31492838&_hsenc=p2ANqtz-- kjn3uEaxfTBpzOsCMZ_FmPpj7S_UpYWbbd0h52W9bScPHdqjbcJU9dUzD00ATedK- q1RUOs4ixLoszyz9vO_9E5YNag&_hsmi=31492838
  11. 11. Recommendation #1: Find flippable moments. • Faculty interested in the flipped classroom get really excited about the flipped classroom. They get so excited they want to flip everything! They flip every lesson, every assignment, every project. And they burn out. The first way to save time is to step back from a course and identify its flippable moments; this will help you choose what, when, and how to flip. You will know where to focus your time and energy so you and your students can avoid feeling overwhelmed. • class/
  12. 12. Recommendation #2: Make small changes. Once you identify the flippable moments in a course, focus on a specific lesson. Flip one lesson. Start by reviewing your learning outcomes for clarity and purpose. Then try one flipped strategy during the lesson. If you’re just beginning, start with a simple, two-minute “think, pair, share” to see how it feels. Flipped classrooms don’t have to be all or nothing; you can flip parts of a lecture or an assignment and leave the rest unchanged.
  13. 13. Recommendation #3: Build margins into the lesson plan. Once you look at which lessons to flip, build margins into the actual lesson plans. Where can you find white space in a lesson? For example, if it takes you five minutes to solve a problem in a lesson, plan for your students to take 10 minutes. If you are trying out new technology in a lesson, plan for it not to work the first time. If you are introducing a new activity, allot enough time to explain the process three times. Building these types of margins into your lesson plan will help you stay in control and avoid getting overly stressed in a dynamic learning environment. learning-experiences-flipped-classrooms/
  14. 14. Recommendation #4: Rethink how your time is defined. If you’re thinking, I don’t have time to plan activities for the flipped classroom, I challenge you to rethink how your time is defined. Yes, it takes time to plan activities for the flipped classroom, but it also takes time to prepare a lecture. In the flipped classroom, your time is spent walking around, talking with students, and beingactively passive. flipped-learning-environments/
  15. 15. Recommendation #5: Do less, accomplish more. In his podcast, Michael Hyatt said, “Do less, accomplish more.” This is probably the best way to describe the power of the flipped classroom. Sometimes we think we have to "cover" everything on a syllabus. We have to assign more homework, require more reading, add more writing, work more problems, and give more examples. Such overload is the opposite of margin. When it comes to the flipped classroom model, you don’t have to use a new flipped approach every single day for every single class. Not every assignment needs redesigning. You don’t have to use games if games aren’t your thing. Don’t force the strategies. Do whatever works for you and your teaching style. By flipping only what needs flipping, by stepping back and doing less, your students will accomplish more.
  16. 16. • How do you manage classroom time? • What advice can you offer other faculty who are starting to think about planning flipped and active learning experiences? • How do you build margins into your teaching?