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Cómo el modelo de aprendizaje
inverso favorece el aprendizaje
activo y la enseñanza funcional
How flipped learning favors ...
Agenda
1. The Problems
1. There is any problem with the abuse of expositive lectures in
university?
2. ECTS credit: It is ...
1 The problem:
1.1 There is any problem with the abuse of expositive
lectures in university?
1. Nearly all teachers abuse ...
What are the roles in the traditional lecture?
• The teacher’s role
• The monologist performer
• Is active
• He/she is the...
Have traditional lectures Inconvenients in
twenty first century?
1. There is little time for
practice and application
of t...
A flipped perspective: what university students
look and do in a laptop lecture?
• To discover this, you can enter silentl...
1.2. ECTS learning =
class work time
+ out of class work time
• EHEA grades and ECTS credit are
based on the assumption th...
1.3. Are traditional teaching methods
damaging for university learning?
• Is endless listening teacher’s monologues bad fo...
Richard Arum & Josipa Roksa (2011)
Academically adrift:
limited learning in college campusses
• Recent studies demonstrate...
1.4. Problem statement
How can we improve the learning of our
students?
• Innovative alternatives to the lecture:
1. Funct...
Advantages and costs
of active and inductive methods
• Advantages:
1. They engage students
2. Allow exercise and
developme...
Why is so limited the extension of the
use of alternative, active and inductive
methods in university classes
• Despite th...
Why inductive and active methods are
not the mainstream methods?
• What are their disadvantages?
• Making activities needs...
How to increase the active learning
and functional teaching (inductive
learning) in university classes?
2.1. How can we improve the learning
of our students?
There is any way of increasing class time for practice
but maintaini...
At least seven ways to have more time
to practise active learning activities1. Prioritizing the really essential learning ...
Our proposal for solution:
Active learning =
information to learn
+ activities to apply, analize, transfer, create and com...
Practical ways to apply these principles
1 Flipped classroom
teacherr
Improved in
Class experiencer
Studentsr
Send via ema...
Flipped learning
goes further than flipped classroom
• We can ask students answer on line forms
about their understanding ...
On line Form to assess prior study by asking reflective
questions (just in time teaching)
1. Apellidosynombre(ponerprimero...
Flipped classroom plus Just in time
teaching
1 FC/JITT redesign just in time
Teacher
sendsr
In Class
experiencer
Studentsr...
Advantages of FC/JiTT
1. Allows each student to learn at his own pace and
communicate its difficulties and interests
2. St...
There are several methods to assess
and ensure the preparatory study
• On line assessment (0 or low ost in class time)
– P...
There are several methods to give
feedback to the students
• On line feedback (0 or low ost in class time)
– Pepeola (auto...
On line Feedback for the students:
Flipped learning forte
• Teacher answer to urgent doubts of the students and send
respo...
Flip in colours (2016)
• In larger classes try to answer the doubts of all student is hard work.
• Is easier for the teach...
If you need more information on
these flipped methods
I recommend you these book
Paper and Kindle versions in Amazon
Flipp...
What is one of the philosophical stones of education?
How can I change the
habits of study and class
participation of my
s...
Increasing the motivation of the
students to do the preparatory
work
Marketing and gamification
make miracles in student b...
We want to change habits of our students
so they study before classes
• First day of class “D day”. Very Effective marketi...
First day of class “D day”
we show the results of the prior year
A B C
If these courses were
optative.
Which one you prefe...
One week before a new unit starts
we send instructive materials and links to forms
Example of
hipermedia
message
32
What is another of the philosophical stones of education?
How can I transform
the doubts and
difficulties from my
students...
Flipped 2.0:
Transform student responses into
formative feedback for students
How to detect understanding problems
and cré...
Detection and resolution of
student learning difficulties
Quick analysis of student responses just
in time teaching
Design...
• Recipe:
• From Google spreadsheet copy & paste the students’ answers sheet
• In Excel book “deconstruct” the data sheet ...
Student anwers analysis process:
1. column widening, 2. labelling,
3. ordering by labels, 4. quantification of obscure top...
Visual display of obscure topics
Adecuación de
respuesta al patógeno
These concepts need to be clarified: new ilustrative
...
¿Cómo resolver estos problemas?
Problem (muddiest point) Proposed Solution
Receptors for DAMP and
PAMP
Is a problem so pre...
Next year, we can change the free answer
question by an multiple chice question (so
analysis can be automated)
• Qué es lo...
Flipping Hispania
¿What results we have obtained in the
last years with iberian students?
It will work even with Iberian s...
2.3. What are our results of six
years with this gamified flipped
model?
Alfredo Prieto Martín
y el grupo de innovación Ma...
Student work, in and out of class
43
• El EEES impuso un nuevo tipo de
crédito que contabiliza el tiempo total
del trabajo...
Impact of flipped model on work and learning of spanish
university students: Relationship between out of class work
and ex...
•Cambiar de método de enseñanza aprendizaje
manteniendo el método de evaluación permite
comparar notas de promociones ante...
0
5
10
15
20
25
30
35
40
0-10
1O-20
20-30
30-40
40-50
50-60
60-70
70-80
80-90
90-100
Clase Tradicional
Flipped Forte
11,5%...
47
0
10
20
30
40
50
60
70
80
90
100
Expositivo tradiccional
Just-In-Time Teaching
Entorno gamificado
Flipped classroom/JIT...
What about skill development ?
Problem based learning Activities
Valor del
aprendizaje
Novedad del
aprendizaje
Dificultad ...
What about student perceptions in
their teacher evaluations?
In one scale from 1 to ten we obtained 9.x
Conclusion
Iberian students can not resist the
combined effects of Marketing,
gamification, FLF and FIC
Two complementary Hypotheses
1. By what most students do in the flipped
model and should not do in the traditional
2. By t...
Modelo Antes de cada tema En clase Después de
clase
Las vísperas del
examen
Resultados de
aprendizaje
Expositivo
tradicion...
flipped learning forte model imposes several dead
lines to the students (2) and their teachers (3)
For the teacher
For the...
Flipped learning achieves that
most students learn doing
precisely those things …
Which in the traditional expositive
mode...
2.4. Conclusions & recommendations:
Changes in habits induced by the flipped model increase learning and
grades in assessm...
2.4. Conclusions & recommendations:
Changes in habits induced by the flipped model increase learning and
grades in assessm...
Flipped learning will improve
1. The work out of class of your students
2. The communication of information with your
stud...
Changes for the teacher
•You should develop the habit and the
methodology for the study the reactions of your
students to ...
Advice for the first time
Flipper teacher
1. Look for a group of flippers in your discipline
and level que innove
2. Look ...
Agradecimientos
A los miembros del grupo interuniversitario
de innovación docente Ex-Magistrales
anónimos
Por su labor par...
Acknowledgments
• To Editorial Narcea for publish in their Colección
Universitaria our book Flipped Learning aplicar el
mo...
Think about this, before going to bed
and try to be better teachers
Muito obrigado pela atençao!
If you would like to know more …
Read the blog Profesor 3. 0
http://profesor3punto0.blogspot....
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How flipped learning model favors active learning and functional education

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Se explica como el modelo de aprendizaje inverso favorece el aprendizaje activo y la educación funcional con métodos de aprendizaje inductivos.

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How flipped learning model favors active learning and functional education

  1. 1. Cómo el modelo de aprendizaje inverso favorece el aprendizaje activo y la enseñanza funcional How flipped learning favors active learning and functional education Alfredo Prieto Martín Departamento de Medicina y Especialidades Médicas Universidad de Alcalá CNaPPES.17 Setubal 2017 http://cnappes.org/
  2. 2. Agenda 1. The Problems 1. There is any problem with the abuse of expositive lectures in university? 2. ECTS credit: It is ECTS real or fictional? 3. Is damaging “the continuous exposure to content” for our students development? 4. Problem statement: How can we improve the learning of our students? 2. The solution to increase active learning and functional education in university classes 1. Our proposal: adaptive flipped learning 2. What are our results of 6 years with this gamified adaptive flipped model? 3. Conclusions
  3. 3. 1 The problem: 1.1 There is any problem with the abuse of expositive lectures in university? 1. Nearly all teachers abuse of “powerpoint shows” 2. Nearly all class time is employed in oral transmission of information to be learned 3. When students pay attention, we (the lecturers) can transfer information to be taken and studied for exams 4. Laptop invasion of university classes causes new problems. Lap top lecture (s XXI) Lectio midle age (s XIII)
  4. 4. What are the roles in the traditional lecture? • The teacher’s role • The monologist performer • Is active • He/she is the monologist. Suffers preclass anxiety, but also enjoy endorfine peaks on class and after class • It is an exciting experience (at least the first years you give and repeat a lecture) • The student role • The receiver • is passive and boring from the start • He/she is an anonymous member of a sleeping mass. • Student compromise, work and learning in class are of low level • For a growing part of students the lecture is a somniferous experience
  5. 5. Have traditional lectures Inconvenients in twenty first century? 1. There is little time for practice and application of the transmitted information 2. There are no in class oportunities to exercise skills and competences. 3. The work of students out of class is also scarce 4. So the learning is poor This student looks alert, but is sleeping
  6. 6. A flipped perspective: what university students look and do in a laptop lecture? • To discover this, you can enter silently and sit on the last rows and see what happens • Students in the first rows pay attention and take notes. • The rest twitt , send messages, surf the internet …. An optimistic dean would say to the press: «They are “informally exercising their web skills”
  7. 7. 1.2. ECTS learning = class work time + out of class work time • EHEA grades and ECTS credit are based on the assumption that students work for two hours out of class by each in class hour . Really? • However, out of class workload time is not measured sistematically. • Studies of real workload against official ECTS work load (Spain, UK), demostrate that out of class real workload is lesser than work load prescribed by ECTS credit. • We (the teachers) are happily ignorant of this difference. 7
  8. 8. 1.3. Are traditional teaching methods damaging for university learning? • Is endless listening teacher’s monologues bad for the development of our student’s skills for critical thinking, and written communication? National Institute for Learning Outcomes assessment study (Blaich & Wise 2011). Only moderate progress in one half of the students If we assess the development of students skills for critical thinking, cooperation and communication after 2 years of university education No significant change in one sixth Moderate decrease in one third of the students
  9. 9. Richard Arum & Josipa Roksa (2011) Academically adrift: limited learning in college campusses • Recent studies demonstrate the barely noticeable impact of university courses in the development of student competence for critical thinking, complex reasoning and proffesional writting. • Arum & Roksa study (2011) on 2.300 students in 24 US institutions, 45% of them do not show significant change in these competences during first year and half of university education. Bill Gates "Before reading this book, I took it for granted that colleges were doing a very good job." Derek Bok Underachieving Colleges “They learn much less, than they should”
  10. 10. 1.4. Problem statement How can we improve the learning of our students? • Innovative alternatives to the lecture: 1. Functional education/Inductive learning. teaching by solving problems and cases, asking questions instead of telling answers. – Case study/project/problem based learning/inquiryBL – Its a very disruptive change 2. Active learning continous improvement by progressive introduction of student centered activities whitin expositive lectures – It combines information transfer, with student thinking, action and reflection on what is understood
  11. 11. Advantages and costs of active and inductive methods • Advantages: 1. They engage students 2. Allow exercise and development of skills and competences 3. They reach deep understanding and meaningful learning 4. They like it. 5. They learn more 1. Costs: 2. They need more time to cover extensive curriculums 3. They demand more teacher work for preparation, study of student answers and teacher feedback
  12. 12. Why is so limited the extension of the use of alternative, active and inductive methods in university classes • Despite the evident advantages of these innovative methods, none of these methods is mainstream in university teaching • Only selected minorities of best and most compromised teachers use frequently these methods. • Only a selected group of universities (Manchester, Mc Master, Maastricht, Aarhus) impose these active and inductive methods as mandatory in some of their faculties. • In others (Yale, Harvard, BCU) there are voluntary teachers who implement the methods. • In Spanish universities less than one of each 100 university teachers use regularly these methods (data from Spanish registry of Flipped teachers)
  13. 13. Why inductive and active methods are not the mainstream methods? • What are their disadvantages? • Making activities needs “in class time” that is preferentially used for teachers for oral explanation and transmission of the information to be learned. • Activities slow down the pace of advance through the index of contents • Require more engagement and effort, not only by the students but also from teachers. • The extra-effort of the teachers is not ussualy rewarded and they are not stupid • The result is that “Only a minority of compromised university teachers use these methods in a minority of occasions”
  14. 14. How to increase the active learning and functional teaching (inductive learning) in university classes?
  15. 15. 2.1. How can we improve the learning of our students? There is any way of increasing class time for practice but maintaining high standards for content learning that will be rigorously assessed? Yes, there are some of them
  16. 16. At least seven ways to have more time to practise active learning activities1. Prioritizing the really essential learning results (Wiggins & McTighe) 2. Flipping the use of space and time, in and out of class (Mazur, Novak Michaelsen, Sams & Bergmann) 3. Adaptive learning focusing on interests and difficulties of your students (Prieto) 4. Gamifying the course and activities (Sheldon) 5. Developing a formative low stakes assessment thet gives grading value to activities (van der Vleuten) 6. Practicing reflective thinking autoevaluation and autoregulation of learning (Nilsson) 7. Using rubrics and coevaluation for assessment of complex activities (Levy)
  17. 17. Our proposal for solution: Active learning = information to learn + activities to apply, analize, transfer, create and communinate + critical and reflective thinking So Start using the Flipped classroom model, this: 1. signficantly decreases the class time needed for transmission of information to be learned… 2. so it gives us an opportunity for increased use of active and inductive methods in class time 3. The answers of students to forms after prior study give us information about their difficulties and interests 4. Analizing student responses we can redesign our classes to focus on resolution of student doubts and dificulties
  18. 18. Practical ways to apply these principles 1 Flipped classroom teacherr Improved in Class experiencer Studentsr Send via email the information to learn Teacher ask students and help them The problem of this simplest method is … the students don’t work (if the teacher don´t assess who made the preparatory work ) With good teachers and motivated students it Works if they do it role The simplest is not he best
  19. 19. Flipped learning goes further than flipped classroom • We can ask students answer on line forms about their understanding of instructive materials. • With this information about student interests and difficulties the Teacher redesign its class (just in time teaching) creating learning activities for exercising skills and formative assessment (teaching between desks, kikan shido).
  20. 20. On line Form to assess prior study by asking reflective questions (just in time teaching) 1. Apellidosynombre(ponerprimero losapellidosparaquepuedaordenarvuestrasrespuestas alfabéticamente) 2. Indicacuálte parecela idea más importanteo interesantequehasaprendido en estetemay justificaporqué. 3. ¿Qué partedel tema te parece másnecesario profundizaren clase? ¿Por qué? 4. ¿Qué es lo quete ha quedado menosclaro del tema? ¿Por qué? 5. ¿Qué preguntategustaríaqueterespondiéramosen laprimera clasedel tema? ¿Por qué? 6. ¿Qué hasaprendido o comprendido alverlosvídeos?¿Por qué? 7. ¿Qué partedel tema no necesitasque te expliquen?¿Porqué? 8. ¿Cuántotiempohastardadoen leertelosmaterialesycontestaraestecuestionario? 9. Pon aquítu dirección de e-mailpor si tenemosquecontestarte. 20
  21. 21. Flipped classroom plus Just in time teaching 1 FC/JITT redesign just in time Teacher sendsr In Class experiencer Studentsr Send via email the information to learn When most student prepare for most clases and when teachers focus on student interests and difficulties the students undestand better and learn more This is better tan simple flipped classroom Teacher receivesr Teacher ask students and help them Teacher analyzes Apapt to student needs
  22. 22. Advantages of FC/JiTT 1. Allows each student to learn at his own pace and communicate its difficulties and interests 2. Students arrive class better prepared to participate and contribute in class activities 3. Teacher receives information on student difficulties 4. More time class for student centered activities: discussion, formative assessment, work in groups problem solving projects. 5. Working in class the students can help each other and receive help and feedback from the teacher 6. Teacher can help all students not only those who dares to ask
  23. 23. There are several methods to assess and ensure the preparatory study • On line assessment (0 or low ost in class time) – Pepeola (Preparación y Estudio Previo por Evaluación On Line Automática, Robles, Barahona y Prieto) by MCQ – On line discussions – JiTT (Just in Time Teaching, Novak ) by open question forms • In class assessment (higher cost in class time) – TBL (Team based Learning, Michaelsen) – 8-10 question MCQ individual/group disscussion/ – PI (Peer Instruction, Mazur) 12MCQ for each class – In class questions and discussions/cases
  24. 24. There are several methods to give feedback to the students • On line feedback (0 or low ost in class time) – Pepeola (automatic feedback + on line comments of the teacher) – Flipped learning forte (Prieto) teacher answer by email list the urgent doubts of the students • In class feedback (higher cost in class time) – Flipped classroom with JiTT – TBL (Team based Learning, Michaelsen) – PI (Peer Instruction, Mazur) – In class questions and discussions/cases
  25. 25. On line Feedback for the students: Flipped learning forte • Teacher answer to urgent doubts of the students and send responses via e-mail list before class Advantages Students receive feedback on their doubts Great learning results students perceive teacher compromise Problem extra-work for the teacher Only appropiated for small classes For larger ones we suggest flip in colours Adapt class activities to student interests and needs Formative assessment and feedback Alumnos Teacher
  26. 26. Flip in colours (2016) • In larger classes try to answer the doubts of all student is hard work. • Is easier for the teacher to classify student urgent doubts: • In black those that should be answered by the own teacher • Black with yellow background those which need an inquiry by the teacher before to try to answewr • In green those that can be answered by peers with a higher degree of understanding • En rojo las que implican una confusión conceptual ¿pillas cuál puede ser? o una consecuencia de abordaje intelectual superficial y perezoso • En azul las que pueden ser buenas preguntas de examen • En rosa las que pueden dar lugar proyectos de indagación personalizados • En naranja las que pueden para iniciar buenos debates
  27. 27. If you need more information on these flipped methods I recommend you these book Paper and Kindle versions in Amazon Flipped learning: aplicar el modelo de aprendizaje inverso Now ranked Number 12th in the Rank of education books in amazon.es
  28. 28. What is one of the philosophical stones of education? How can I change the habits of study and class participation of my students? How can I increase their motivation to study and participate in class?
  29. 29. Increasing the motivation of the students to do the preparatory work Marketing and gamification make miracles in student behaviour
  30. 30. We want to change habits of our students so they study before classes • First day of class “D day”. Very Effective marketing of flipped model is needed • Then week after week we have to show that we read our student responses and redesign our clases according to their needs • Students see the value of preparatory study, the good teacher can adapt the class to their needs • The good teacher act as a coach and facilitator of the interaction of the students with the instructive materials he/she develops 30
  31. 31. First day of class “D day” we show the results of the prior year A B C If these courses were optative. Which one you prefer? All students prefer C 31
  32. 32. One week before a new unit starts we send instructive materials and links to forms Example of hipermedia message 32
  33. 33. What is another of the philosophical stones of education? How can I transform the doubts and difficulties from my students into learning opportunities?
  34. 34. Flipped 2.0: Transform student responses into formative feedback for students How to detect understanding problems and créate feedback that helps to overcome the learning difficulties of our students
  35. 35. Detection and resolution of student learning difficulties Quick analysis of student responses just in time teaching Design of lectures focused on overcoming student difficulties
  36. 36. • Recipe: • From Google spreadsheet copy & paste the students’ answers sheet • In Excel book “deconstruct” the data sheet of answers to the form • Deconstruct the matrix of responses in several sheets of the Excel book one per question you want analyze: 1. More interesting aspects más and new 2. Obscure ideas they do not understand well 3. Doubts that need urgent clarifycation 4. The main ideas they unnderstand thaks to the preparatory study 5. Time workload for the student 6. Name to assign grading bonification Example of student responses analysis cuestionarios (inspired by Ferran Adrià) Deconstruction of response sheet 36
  37. 37. Student anwers analysis process: 1. column widening, 2. labelling, 3. ordering by labels, 4. quantification of obscure topics 1. Column width adjusted for better reading 2. Add column to Label the type of doubt 3.Orderdoubtsbyitslabels 4. Quantificación of students who do not understad each concept
  38. 38. Visual display of obscure topics Adecuación de respuesta al patógeno These concepts need to be clarified: new ilustrative materials, examples, activities, additional explanations 38
  39. 39. ¿Cómo resolver estos problemas? Problem (muddiest point) Proposed Solution Receptors for DAMP and PAMP Is a problem so prevalent thst we have to create new instructive materials Somatic Recombination Recommend to see a instructive video. If the video is in English (Video somatic recombination) and automatic subtitles mistake genes with jeans, then teacher publish comments to video, one correct transcription of the audio Polarization of Th response New illustrations which clarify (examples with Mc Nulti) oolarization process. Doble discrimination and autoinmunity Class Activity: Idea storm about things strange against is better do not react hectokilogigacell Life being Class Activity: Peer instruction ask some students explan the concept to peers Election of defense mechanisms against infections Explanation of how PAMPR estimulated by each pathogen induce different types of immune response Congénic Animals Explanation on the blackboard of endogamic crossess 39
  40. 40. Next year, we can change the free answer question by an multiple chice question (so analysis can be automated) • Qué es lo que mas te cuesta entender del tema marca una( o dos) A. DAMP y PAMP B. Recombinación somática C. Polarización de la respuesta D. Doble discriminación y autoinmunidad E. Ser vivo hectokilogigacelular F. Elección de mecanismos de defensa frente a las infecciones G. Animales congénicos H. Otra cosa, especifica cuál es 40
  41. 41. Flipping Hispania ¿What results we have obtained in the last years with iberian students? It will work even with Iberian students? They resisted romanization, muslim rule, French illustration … Can they resist the flipped learning movement? Indibil y Mandonio caudillians of the Illergetes Against the romanization
  42. 42. 2.3. What are our results of six years with this gamified flipped model? Alfredo Prieto Martín y el grupo de innovación Magistrales anónimos
  43. 43. Student work, in and out of class 43 • El EEES impuso un nuevo tipo de crédito que contabiliza el tiempo total del trabajo del alumno: la suma del tiempo de interacción presencial, y del tiempo del trabajo no presencial del alumno. • In Spain we changed the credit (to comply whith EHEA norms) but we don´’t apply its mandate to mesure out of class work of the students • ECTS is a legal fistion but in most studies is a fiction. Most of students do not made the legally established workload . • ¿Cómo resolvemos este problema de hacer estudiar y ejercitar competencias durante más tiempo a nuestros alumnos? • ¿Cómo van a desarrollar competencias si no las ejercitan lo suficiente? Our students work more hours along the cuatrimester and they are happy (is a myracle)
  44. 44. Impact of flipped model on work and learning of spanish university students: Relationship between out of class work and exam grades 44Clinical Immunology Fourth year Immunology Third year Méthods First year
  45. 45. •Cambiar de método de enseñanza aprendizaje manteniendo el método de evaluación permite comparar notas de promociones antes y después del cambio de metodología. •El efecto del cambio de método se mide en relación a la desviación típica original (s) •El efecto del nuevo método se mide hallando la diferencia de calificaciones medias y relacionándola con la variabilidad de las calificaciones con el método tradicional. •Cambio = (Nueva media – vieja media) / s original •Esta es una buena medida de la intensidad o fuerza del cambio en la media en relación a la desviación típica original (s) •¿ Qué significa un aumento de una s? ¿Size effect of flipped learning on grades on assesment exams (impact mesured in sigma s) Clase expositiva Flipped learning The new median (+1 s) equals to 84,1 percentil of the original distribution
  46. 46. 0 5 10 15 20 25 30 35 40 0-10 1O-20 20-30 30-40 40-50 50-60 60-70 70-80 80-90 90-100 Clase Tradicional Flipped Forte 11,5% 41,6% With flipped learning forte (FLF) and flip in colours (FIC): the students learn more 6,0 % 41% % of students which reach mastery level (>8) increases four folds % of student failure (<5) decreases The mean grade increases 2 points (>1 s)
  47. 47. 47 0 10 20 30 40 50 60 70 80 90 100 Expositivo tradiccional Just-In-Time Teaching Entorno gamificado Flipped classroom/JITT Flipped learning forte + feedback y formative assessment Expositive leacture Just-in-time teaching Gamified environment Flipped classroom Flipped learning forte /flip in colours 47470 % 45 % 61 % 90 % 100 %97 %95 % % students which do the preparatory work % of students which reach mastery (with exam grade >8) has been improved along the way + prior study and feedforward from the students + instructive vídeo + gamified environment (bonus)
  48. 48. What about skill development ? Problem based learning Activities Valor del aprendizaje Novedad del aprendizaje Dificultad de la tarea Disfrute con la experiencia Percepción del desarrollo de la competencia Presentación oral Muy alta Muy alta Alta Muy alta Alta Preparación de una presentación oral Muy alta Alta Alta/suficiente Alta Alta Comprensión de artículos originales de investigación Alta Muy alta Alta Suficiente Alta Trabajar con bibliografía en una segunda lengua (Inglés), Alta Alta Alta Baja Suficiente Búsqueda de artículos originales e información adicional en Internet Alta Suficiente Suficiente/baja Alta Alta Adquisición independente de conocimiento Alta Suficiente Suficiente Alta Alta Trabajo en equipo Alta Suficiente Suficiente Muy alta Alta Aprender a aprender por si mismos Alta Suficiente Suficiente Alta Alta Resolución de dudas y cuestiones en tutorías Alta Suficiente Suficiente Alta Alta Uso de TICs y softwares Alta Baja Baja Alta Alta
  49. 49. What about student perceptions in their teacher evaluations? In one scale from 1 to ten we obtained 9.x
  50. 50. Conclusion Iberian students can not resist the combined effects of Marketing, gamification, FLF and FIC
  51. 51. Two complementary Hypotheses 1. By what most students do in the flipped model and should not do in the traditional 2. By the effect of little prizes and dead lines on the work of students and teachers Why this new adaptive flipped model has so strong impact on student learning and adapt teaching to student needs? 51
  52. 52. Modelo Antes de cada tema En clase Después de clase Las vísperas del examen Resultados de aprendizaje Expositivo tradicional No hace nada Escucha ¿atentamente? Y toma notas La mayoría no hacen nada Se pegan la empollada previa al examen retención en memoria a corto plazo Malas calificaciones Comprensión y retención limitadas Poca capacidad de abstracción y transferencia Mucho se olvida tras la primera ducha De aprendizaje inverso Flipped classroom + Just in Time Teaching Ve vídeos y lee documentos Practica en clase análisis, juicio, Repasan para los cuestionarios de fin de tema (on line o en seminarios) Se pegan la empollada previa al examen partiendo de un nivel de comprensión de partida muy superior Calificaciones mejoran en una SD Realiza tareas de preparación Reflexiona sobre lo que no entiende Razonamiento hipotético deductivo Se concentra en lo que no entendió Mejora la percepción de la labor del profesor y la asignatura Se plantea preguntas y se las formula a su profesor Toma notas y formula preguntas al profesor Estudian para los exámenes de fin de módulo How changes what most of the students do in the flipped model? 52
  53. 53. flipped learning forte model imposes several dead lines to the students (2) and their teachers (3) For the teacher For the students Clase activa y evaluación formativa Enviar Parte o toda la información a ser aprendida Evalúa dificultades y replantea, se prepara para superar dificultades que tienen los alumnos Incluye actividades estudiar reflexionar y enviar feedforward revisar sus materiales y hacerlos llegar a sus alumnos. prepararse para la evaluación formativa Proporcionar Feedback Estudiar el Feedback Esta autoimposición de fechas límite induce cambios en hábitos de alumnos y profesores que aumentan el aprendizaje de ambos 53
  54. 54. Flipped learning achieves that most students learn doing precisely those things … Which in the traditional expositive model, only a select minority of the best students spontaneously does 54
  55. 55. 2.4. Conclusions & recommendations: Changes in habits induced by the flipped model increase learning and grades in assessment exams •Start to use the simplest efficient method for flipped classroom : flipping classroom with just- in- time teaching ( FC/J-I-T T ). –Send documents and video materials and a universal reflective form created with googleforms or Office 365. –Do it before you start a new unit. Send to your students ask them view, read and answer the questionnaire with the promise they will obtain grading bonus. –It will be an easy change for them. 2 hours of outside class work by course and week will allow students win a 10% of the maximum grade 55
  56. 56. 2.4. Conclusions & recommendations: Changes in habits induced by the flipped model increase learning and grades in assessment exams •If you can, use student doubts to supply collectivized feedback (FLF) and to create activities (FIC) –If the teachers send responses to students urgent doubts and questions, they have to revise them. Especially if some questions can be candidates for exam questions – Use flip in colours to transform student questions into class activities –Announce formative assessment activities (TBL/PI), then they should prepare for in class formative assessment activities. 56
  57. 57. Flipped learning will improve 1. The work out of class of your students 2. The communication of information with your students 3. Your feedforward and understanding of your students difficulties 4. Your feedback and focus on the resolution of your students real difficulties 5. Class participation and activities 6. The Learning results from your students 7. The satisfaction of your students with the course
  58. 58. Changes for the teacher •You should develop the habit and the methodology for the study the reactions of your students to the learning materials you sent to them. •You should progressively adapt the use of time class to the needs and difficulties of your students.
  59. 59. Advice for the first time Flipper teacher 1. Look for a group of flippers in your discipline and level que innove 2. Look for a mentor or coach in flipped learning 3. Experiment with new teaching and learning methods and share its results. 4. Is mandatory to learn to use new Apps for forms and questionnaires for student response with smartphones , and Apps for the gamification
  60. 60. Agradecimientos A los miembros del grupo interuniversitario de innovación docente Ex-Magistrales anónimos Por su labor para acelerar la difusión de mejoras en los métodos de enseñanza y aprendizaje 60
  61. 61. Acknowledgments • To Editorial Narcea for publish in their Colección Universitaria our book Flipped Learning aplicar el modelo de aprendizaje inverso 61
  62. 62. Think about this, before going to bed and try to be better teachers
  63. 63. Muito obrigado pela atençao! If you would like to know more … Read the blog Profesor 3. 0 http://profesor3punto0.blogspot.com.es/ follow a @alfredoprietoma on twitter • Alfredo alfredo.prieto@uah.es

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