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How I Flipped My Classroom

An overview of my spring 2009 flipped art history community college classroom experiment.

1 of 96
ed my
            I fl ipp
How and why to flip your classroom.

                         resource site:
                       http://goo.gl/FNa66



             Michelle Pacansky-Brock
           www.teachingwithoutwalls.com
                           @brocansky
A Flipped Classroom
                                           experiment
                                      Spring 2009

• Discuss how and why I flipped my classroom.


• Provide examples of learning activities that support
 this model.

• Share student survey results about the flipped
 classroom experience.
My Class
• Introductory art history course

• Community college

• Max class size: 40

• Diversity: ESL, International Students, Cognitive
  Challenges, Physical Disabilities.

• Mix of Levels: art history major, art majors, students
  fulfilling transfer credit with no art interest or
  experience.
My Institution
• Large community college (20,000+ students)

• No instructional design support

• Access to course management system

• Access iTunes U
why?
by Sumo Science
http://youtu.be/CD7eagLl5c4
Ad

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How I Flipped My Classroom

  • 1. ed my I fl ipp How and why to flip your classroom. resource site: http://goo.gl/FNa66 Michelle Pacansky-Brock www.teachingwithoutwalls.com @brocansky
  • 2. A Flipped Classroom experiment Spring 2009 • Discuss how and why I flipped my classroom. • Provide examples of learning activities that support this model. • Share student survey results about the flipped classroom experience.
  • 3. My Class • Introductory art history course • Community college • Max class size: 40 • Diversity: ESL, International Students, Cognitive Challenges, Physical Disabilities. • Mix of Levels: art history major, art majors, students fulfilling transfer credit with no art interest or experience.
  • 4. My Institution • Large community college (20,000+ students) • No instructional design support • Access to course management system • Access iTunes U
  • 9. Image adapted from the work of Laurie Burruss.
  • 11. spend less face-to-face time lecturing Image adapted from the work of Laurie Burruss.
  • 12. spend more face-to-face time applying, analyzing, synthesizing, evaluating Image by Nick Kaster, used with permission. spend less face-to-face time lecturing Image adapted from the work of Laurie Burruss.
  • 17. My Plan • Class had been taught online for 2 years. • Goal: adapt online course design for F2F, flipped format. • Leverage the mobile lectures and PDFs from my online class. • Maintain the summative assessments from the F2F format (with minor adaptations).
  • 18. My Plan • Class had been taught online for 2 years. • Goal: adapt online course design for F2F, flipped format. • Leverage the mobile lectures and PDFs from my online class. • Maintain the summative assessments from the F2F format (with minor adaptations). • Remaining Questions: • How will I be sure they do the work? • What will we do together in class?
  • 19. ????????????????? • How would mobile lectures affect my students’ learning? • How would choices affect student learning? • Would students do the work? • How would I spend classtime with them? • What would their/my experiences be like? • Would the class demand too much technology skills? • What would the effect be on retention and student success?
  • 23. how?
  • 26. Instructional Design unit 1 unit 2 unit 3 unit 4 unit 5 unit 6 unit 7 unit 8 unit 9
  • 27. Instructional Design unit 1 unit 2 unit 3 unit 4 unit 5 unit 6 unit 7 unit 8 unit 9
  • 28. Instructional Design unit 1 unit 2 unit 3 unit 4 unit 5 unit 6 unit 7 unit 8 unit 9 assessment asses smen t asses smen t
  • 33. peer-to-peer, participatory learning Web-based with mobile app No cost to student Provides conversations around media Comments in voice, video or text VoiceThread logo used with permission.
  • 34. Photo by Dan Winkler Used with permission from VoiceThread.
  • 38. pre-class in class
  • 39. pre-class in class post-class
  • 40. pre-class in class post-class
  • 41. pre-class in class post-class
  • 42. pre-class in class post-class
  • 43. formative assessment pre-class in class post-class VoiceThread logo used with permission.
  • 44. formative assessment pre-class in class post-class VoiceThread logo used with permission.
  • 45. formative formative assessment assessment pre-class in class post-class VoiceThread logo used with permission.
  • 46. pre-class in class post-class
  • 55. post-class Online Formative Assessments Compare and conrrast these artists’ portrayal of the subject matter of woman and child. Photos by bitmask and CEA.
  • 56. Photos by jasonwryan and Omma_0869 Video: http://youtu.be/ez6QE1LpGFA
  • 57. Photos by jasonwryan and Omma_0869 Video: http://youtu.be/ez6QE1LpGFA
  • 59. VoiceThread Feedback • “I liked the voicethreads the best because it helped make me think in other ways and get different perspectives from my fellow students.” • “...created an environment for people to do well who don’t always do best in a classroom environment if they’re afraid to talk in class or if the class is run by a group of students who dominate the conversation.” • “... helped me to really understand the content we were learning and also get feedback from other students and from our professor as well.”
  • 62. Facilitation Before Class Review the VoiceThread, take detailed notes, identify problem areas and strengths. During Class
  • 63. Facilitation Before Class Review the VoiceThread, take detailed notes, identify problem areas and strengths. During Class Show VoiceThread. Facilitate a discussion using my notes. 30ish-Minute Discussion based on VT content. Multiple Small Group image analysis (compare/contrast). Large Group discussion of analysis. Additional Activities: movies, one field trip, Wiki Challenge, call a friend poll.
  • 64. Additional Classroom Activities Additional Activities X
  • 65. Objective: Identify the dearth of female artists included in traditional versions of the history of western art.
  • 66. Objective: Identify the dearth of female artists included in traditional versions of the history of western art.
  • 67. Call a Friend Poll Objective: Identify the dearth of female artists included in traditional versions of the history of western art.
  • 68. Course Objective: Identify and discuss significant accomplishments and life events of selected women artists.
  • 69. Wiki Challenge Course Objective: Identify and discuss significant accomplishments and life events of selected women artists.
  • 70. Wiki Challenge Course Objective: Identify and discuss significant accomplishments and life events of selected women artists. In Class
  • 71. Wiki Challenge Course Objective: Identify and discuss significant accomplishments and life events of selected women artists. In Class After Class
  • 72. Wiki Challenge Course Objective: Identify and discuss significant accomplishments and life events of selected women artists. In Class After Class Next Class
  • 73. Wiki Challenge Course Objective: Identify and discuss significant accomplishments and life events of selected women artists. In Class After Class Next Class • Contestant identified for each artist to be studied. • Contestant leads small group inquiry. • Selected facts are collaboratively shared with class (instructor evaluates results and provides feedback).
  • 74. Wiki Challenge Course Objective: Identify and discuss significant accomplishments and life events of selected women artists. In Class After Class Next Class • Contestant identified • Contestant visits for each artist to be class wiki, studied. completes the • Contestant leads artist’s page -- small group inquiry. already created by me along with • Selected facts are placeholders. collaboratively shared with class (instructor evaluates results and provides feedback).
  • 75. Wiki Challenge Course Objective: Identify and discuss significant accomplishments and life events of selected women artists. In Class After Class Next Class • Contestant identified • Contestant visits • Contestant presents for each artist to be page to class class wiki, studied. completes the • Class and instructor • Contestant leads artist’s page -- must agree to the small group inquiry. already created by content me along with • Selected facts are • Success = 10 e.c. placeholders. points for contestant collaboratively shared with class (instructor evaluates results and • Wiki content builds provides feedback). and is used for next exam
  • 77. Sample Artist page completed by “contestant”
  • 78. Sample Artist page completed by “contestant”
  • 79. Sample Artist page completed by “contestant”
  • 80. Sample Artist page completed by “contestant”
  • 82. Flipped Classroom Spring 2009 Student Survey Results
  • 83. End of the Semester Student Survey 27 respondents (77% response rate) 4% 4% Under 24 7% 24-28 4% 28-35 35-43 44-50 50-62 over 62 81%
  • 84. Effect on Retention and Success? 90% 90% traditional method 90.0% flipped 90% 83% 74% 67.5% Success: # enrolled at census 67% divided by the number of 45.0% students who end with an A, B, or C 22.5% Retention: # enrolled at census divided by the number enrolled 0% at end of term. Success Retention
  • 85. Overall, how would you describe the quality of your learning experience? 80% 60% 40% 20% 97% = very successful/ Very Successful Mostly mostly Neutral 0% Successful Mostly successful Unsuccessful Very Unsuccessful
  • 86. The instructor used technology to support my learning. 90% 67.5% 45% 22.5% Strongly Agree Agree 0% Neutral Disagree
  • 87. The amount of technology used in this class was manageable. 60% 52% 45% 34% 30% 86% = strongly agreed/agreed 15% Strongly Agree 4% 11% Agree Neutral 0% Disagree Strongly Disagree
  • 88. Having the option to read or listen to the lectures increased my ability to achieve the learning objectives. 70% 67% 67% 52.5% 35% 26% 26% 17.5% 7% Strongly Agree 7% 0% Agree Neutral Disagree Strongly Disagree
  • 89. When given the option to read or listen to the lecture, which option did you choose? 50% 40% 37.5% 25% 30% 12.5% 15% 15% 0% read listened both toggled neither
  • 90. Why did you choose this lecture format? 70% 67% 52.5% 35% 22% 17.5% Meets 11% my Most 0% learning convenient It’s what I’m style for me used to Didn’t want doing to deal with more technology
  • 91. The variety of learning materials played a role in helping me meet the course learning objectives. 90% 67.5% 45% 22.5% Strongly Agree Agree 0% Neutral Disagree Strongly Disagree
  • 92. This class helped me understand how I learn best. 50% 37.5% 41% 40% 25% 12.5% 15% 0% Strongly Agree Agree Neutral Disagree Strongly Disagree
  • 93. I spent more time on out-of-class assignments in this class than I would in a traditional lecture class. 50% 48% 37.5% 33% 25% 12.5% Strongly Agree 11% Agree Neutral 7% 0% Disagree Strongly Disagree
  • 94. By completing the lectures outside of the classroom, the time we spent in class was more relevant to my own learning. 50% 40% 41% 40% 30% 20% 4% 10% 15% 0% Strongly Agree Agree Neutral Disagree Strongly Disagree
  • 95. Student Interview Listen to the full 18-minute interview. http://goo.gl/RPSZn
  • 96. ? Michelle Pacansky-Brock www.teachingwithoutwalls.com @brocansky