How I Flipped My Classroom

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

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How I Flipped My Classroom

  1. 1. ed my I fl ippHow and why to flip your classroom. resource site: http://goo.gl/FNa66 Michelle Pacansky-Brock www.teachingwithoutwalls.com @brocansky
  2. 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. 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. 4. My Institution• Large community college (20,000+ students)• No instructional design support• Access to course management system• Access iTunes U
  5. 5. why?
  6. 6. by Sumo Sciencehttp://youtu.be/CD7eagLl5c4
  7. 7. by Sumo Sciencehttp://youtu.be/CD7eagLl5c4
  8. 8. Image adapted from the work of Laurie Burruss.
  9. 9. spend less face-to-face time lecturing Image adapted from the work of Laurie Burruss.
  10. 10. 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.
  11. 11. Student advantages?
  12. 12. Instructor/teacher challenges?
  13. 13. My Plan
  14. 14. 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).
  15. 15. 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?
  16. 16. ?????????????????• 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?
  17. 17. listen or read
  18. 18. how?
  19. 19. Instructional Design
  20. 20. Instructional Designunit 1 unit 2 unit 3 unit 4 unit 5 unit 6 unit 7 unit 8 unit 9
  21. 21. Instructional Designunit 1 unit 2 unit 3 unit 4 unit 5 unit 6 unit 7 unit 8 unit 9
  22. 22. Instructional Designunit 1 unit 2 unit 3 unit 4 unit 5 unit 6 unit 7 unit 8 unit 9 assessment asses smen t asses smen t
  23. 23. !"#$#%&&$$()*+,($-.$*/+0()/*$123($ 4"-5&(/(0$/1($#",6$!"#$%"$4&2**7
  24. 24. !"#$#%&&$$()*+,($-.$*/+0()/*$123($ 4"-5&(/(0$/1($#",6$!"#$%"$4&2**7
  25. 25. !"#$#%&&$$()*+,($-.$*/+0()/*$123($ 4"-5&(/(0$/1($#",6$!"#$%"$4&2**7 !!"#$#%&!!"#$%&((!)#*+%,--!,--#--.#/0-
  26. 26. peer-to-peer, participatory learning Web-based with mobile app No cost to student Provides conversations around media Comments in voice, video or textVoiceThread logo used with permission.
  27. 27. Photo by Dan WinklerUsed with permission from VoiceThread.
  28. 28. pre-class
  29. 29. pre-class in class
  30. 30. pre-class in class post-class
  31. 31. pre-class in class post-class
  32. 32. pre-class in class post-class
  33. 33. pre-class in class post-class
  34. 34. formative assessment pre-class in class post-classVoiceThread logo used with permission.
  35. 35. formative assessment pre-class in class post-classVoiceThread logo used with permission.
  36. 36. formative formative assessment assessment pre-class in class post-classVoiceThread logo used with permission.
  37. 37. pre-class in class post-class
  38. 38. pre-classOnline Formative Assessments
  39. 39. pre-classOnline Formative Assessments
  40. 40. post-classOnline Formative Assessments Compare and conrrast these artists’ portrayal of the subject matter of woman and child. Photos by bitmask and CEA.
  41. 41. Photos by jasonwryan and Omma_0869 Video: http://youtu.be/ez6QE1LpGFA
  42. 42. Photos by jasonwryan and Omma_0869 Video: http://youtu.be/ez6QE1LpGFA
  43. 43. VoiceThread Feedback
  44. 44. 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.”
  45. 45. FacilitationBefore Class
  46. 46. FacilitationBefore ClassDuring Class
  47. 47. FacilitationBefore Class Review the VoiceThread, take detailed notes, identify problem areas and strengths.During Class
  48. 48. FacilitationBefore 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.
  49. 49. Additional Classroom ActivitiesAdditional ActivitiesX
  50. 50. Objective:Identify the dearth of female artists included intraditional versions of the history of western art.
  51. 51. Objective:Identify the dearth of female artists included intraditional versions of the history of western art.
  52. 52. Call a Friend PollObjective:Identify the dearth of female artists included intraditional versions of the history of western art.
  53. 53. Course Objective: Identify and discuss significantaccomplishments and life events of selected women artists.
  54. 54. Wiki Challenge Course Objective: Identify and discuss significantaccomplishments and life events of selected women artists.
  55. 55. Wiki Challenge Course Objective: Identify and discuss significantaccomplishments and life events of selected women artists.In Class
  56. 56. Wiki Challenge Course Objective: Identify and discuss significantaccomplishments and life events of selected women artists.In Class After Class
  57. 57. Wiki Challenge Course Objective: Identify and discuss significantaccomplishments and life events of selected women artists.In Class After Class Next Class
  58. 58. 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).
  59. 59. 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).
  60. 60. 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
  61. 61. Wiki Homepage
  62. 62. Sample Artist page completed by “contestant”
  63. 63. Sample Artist page completed by “contestant”
  64. 64. Sample Artist page completed by “contestant”
  65. 65. Sample Artist page completed by “contestant”
  66. 66. Study this!
  67. 67. Flipped Classroom Spring 2009Student Survey Results
  68. 68. End of the Semester Student Survey 27 respondents (77% response rate) 4% 4%Under 24 7%24-28 4%28-3535-4344-5050-62over 62 81%
  69. 69. Effect on Retention and Success? 90% 90% traditional method 90.0% flipped 90% 83% 74% 67.5% Success: # enrolled at census67% 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
  70. 70. Overall, how would you describe the quality of your learning experience? 80% 60% 40% 20% 97% = very successful/ VerySuccessful Mostly mostly Neutral 0% Successful Mostly successful Unsuccessful Very Unsuccessful
  71. 71. The instructor used technology to support my learning. 90% 67.5% 45% 22.5% Strongly Agree Agree 0% Neutral Disagree
  72. 72. 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
  73. 73. 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
  74. 74. When given the option to read or listen tothe lecture, which option did you choose? 50% 40% 37.5% 25% 30% 12.5% 15% 15% 0% read listened both toggled neither
  75. 75. 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
  76. 76. The variety of learning materials played a role inhelping me meet the course learning objectives. 90% 67.5% 45% 22.5% Strongly Agree Agree 0% Neutral Disagree Strongly Disagree
  77. 77. 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
  78. 78. I spent more time on out-of-class assignments inthis 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
  79. 79. 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
  80. 80. Student Interview Listen to the full 18-minute interview.http://goo.gl/RPSZn
  81. 81. ? Michelle Pacansky-Brockwww.teachingwithoutwalls.com @brocansky

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