Changing Spaces:
Flipping the Classroom
Dr Debbie Holley
debbie.holley@anglia.ac.uk
@debbieholley1
Department of Education...
What learning and teaching is taking place
in this classroom?
What learning and teaching is taking place
after they leave the classroom?
The problem with the traditional classroom
(with kind permission from Audrey McLaren 2012)
• The Shifted Classroom
The Flipped Classroom
A form of blended learning, flipped
learning reverses the traditional
format of initial content deli...
Origins of the Flipped Classroom
2007 Jonathan Bergmann and
Aaron Sams,
Colorado high school Chemistry
Teachers
- Recordin...
‘Flipping’
Why Flip?
Student-centred:
• students can explore new content at
their own pace, and review when
needed
• stude...
The Learning Developer’s Classroom
What is your classroom?
• What type and level of
learning and teaching activities
take ...
Let’s have a rethink:
How can the two be joined up and integrated?
What type and level of
learning and teaching learning
d...
Flipping Learning Development
Provision
• How flipped is the learning development ‘classroom’
already?
• What would a flip...
Interprofessional learning – a 3-way flip?
Student’s
time and
space
Faculty Classroom
Learning
Developers’
classroom
How c...
Challenges
• The Digital Divide (Student access, skill and
digital literacy)
• Own time and skill
• Reproducing traditiona...
An example of a Flipped Classroom
A cohort of BA Primary trainee teachers
anticipated difficulty and struggle in their
for...
Online:
videocast to explain coursework in detail
Thanks to Faculty
Learning Technologist
Mark Miller for the
online resou...
Online:
wiki for anonymous &
individual FAQs
Online:
This is
Lino IT
http://en.linoit.com/
online post-it wall to collect students questions
You can also use padlet
ht...
Online
QuestionMark Perception • Matched with a ‘glossary’ tab on VLE,
where terms were explained – this
was a wiki so stu...
In class:
Collaborative Collage
to map out progress
(thanks to LD ers
Pauline Ridley and
Sandra Sinfield for
supporting me!
In class:
Visual creative groupwork to decipher methodological terms
And class doesn’t
have to be inside….
In class:
Speed dating session to overcome writer’s block
Thanks to these LD ers!
Reid, M., Frith, L., Hill, P., Holley, D...
Thank you for coming!
Any thoughts, comments, questions?
Writing
workshop in
class (have run
with 82) happy
to share
Inter...
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The flipped classroom

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The flipped classroom - and interactive workshop plus key ideas. presented at ALDinHE 2014. What to flip, what to replace it with, how to do it #aldcon

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The flipped classroom

  1. 1. Changing Spaces: Flipping the Classroom Dr Debbie Holley debbie.holley@anglia.ac.uk @debbieholley1 Department of Education Dr Helen Webster helen.webster@anglia.ac.uk @scholastic_rat Anglia Learning and Teaching Anglia Ruskin University Students enjoying writing!
  2. 2. What learning and teaching is taking place in this classroom?
  3. 3. What learning and teaching is taking place after they leave the classroom?
  4. 4. The problem with the traditional classroom (with kind permission from Audrey McLaren 2012) • The Shifted Classroom
  5. 5. The Flipped Classroom A form of blended learning, flipped learning reverses the traditional format of initial content delivery in class, and higher order application/exploration of concepts as homework. Teacher becomes guide on the side, not sage on the stage (James Mackenzie’s work on The Wired Classroom 1998) Creat ion Evalua tion Analysis Application Understanding Knowledge
  6. 6. Origins of the Flipped Classroom 2007 Jonathan Bergmann and Aaron Sams, Colorado high school Chemistry Teachers - Recording powerpoints & posting online for students who missed class Not an entirely new idea – some (esp Humanities) disciplines have long set reading before class using the book as learning technology The flipped model puts more of the responsibility for learning on the shoulders of students while giving them greater impetus to experiment. Great resource: 7 things you should know about flipped classrooms https://net.educause.edu/ir/li brary/pdf/ELI7081.pdf
  7. 7. ‘Flipping’ Why Flip? Student-centred: • students can explore new content at their own pace, and review when needed • students are active in class and responsible for own learning outside class • class time can be used to apply, explore, assess and deepen understanding, with individual attention and instant feedback on process as well as product • Students are more engaged and less anxious How to flip Software, platforms and apps for: • Content delivery • Text • Video (including screencasts, animations, etc) • Audio • Image (including visualisations, infographics etc) • Interaction with students – lower level questions Examples: drdebbieholley.com/creativity
  8. 8. The Learning Developer’s Classroom What is your classroom? • What type and level of learning and teaching activities take place in your ‘classroom’? • What related type and level of learning activities do (you hope) students undertake outside your classroom? • Why do these activities currently take place in these spaces? Pedagogy or technology? Who is in it? pairs/small group exercise 5 minutes
  9. 9. Let’s have a rethink: How can the two be joined up and integrated? What type and level of learning and teaching learning development is face to face provision best reserved for? What is online provision best reserved for? How can we make it a complement rather than a duplication of face to face provision? 5minutes pairs/small group
  10. 10. Flipping Learning Development Provision • How flipped is the learning development ‘classroom’ already? • What would a flipped learning development classroom look like? • What are the barriers to using a flipped classroom approach in learning development work? Pairs/small groups 5 minutes
  11. 11. Interprofessional learning – a 3-way flip? Student’s time and space Faculty Classroom Learning Developers’ classroom How can we work with staff in faculties to help them flip their classrooms, and to flip our own so that our provision can take place in spaces beyond our own classroom? Integration and embedding… Groups/pairs present feedback Ideas shared here: http://padlet.com/wall/3 gdl8enqt9
  12. 12. Challenges • The Digital Divide (Student access, skill and digital literacy) • Own time and skill • Reproducing traditional formats rather than adapting them for the flipped classroom (1 hour lecture recordings?) • Student buy-in and engagement
  13. 13. An example of a Flipped Classroom A cohort of BA Primary trainee teachers anticipated difficulty and struggle in their forthcoming ‘Preparation for Research’ module, and were fearful and hostile to the tutor in the first session. Reviewing the situation it was agreed that three additional sessions would be offered to facilitate writing for their coursework. The students identified three areas of concern: • Identifying and overcoming potential barriers to completion (Collaborative collage) • ‘I can’t write’ the ‘blank page scenario’ (Speedwriting/dating) • Understanding methodological terms (methodological monsters collage/unpacking terms class) Feedback on the collaborative poster collage • Sharing ideas, working with others, peers support, guidance and assessment • Clarify research questions, identifying how to overcome barriers • Good to think about how to get started and share ideas/listening to other groups thoughts. • Everything! This session has allowed us to think realistically and create a fun and creative outcome, as well as providing the resources • Calmer about planning, this session has motivated me Feedback on speedwriting and speed-dating • Talking with other students for ideas, thinking about my next steps • Really useful, enjoyed session, discussion with others was really useful. Thank you • Feel confident to go and research! Feedback on methodology (the outside photo) • Getting clarification of 'orrible 'ology's, using the body is a great idea • Understand ontology and epistemology through activity • Makes me feel less scared about it! • This lesson has supported my knowledge of tricky words and how to use them in my work Link to VLE http://vle.anglia.ac.uk/modules/2 012/MOD003129/SEM2-A- 1/Pages/Home.aspx
  14. 14. Online: videocast to explain coursework in detail Thanks to Faculty Learning Technologist Mark Miller for the online resources showcased
  15. 15. Online: wiki for anonymous & individual FAQs
  16. 16. Online: This is Lino IT http://en.linoit.com/ online post-it wall to collect students questions You can also use padlet http://padlet.com
  17. 17. Online QuestionMark Perception • Matched with a ‘glossary’ tab on VLE, where terms were explained – this was a wiki so students could add as they found additional terms/ explanations • Random questions with choice of 4 answers – database of 20 • Open so students could try as many times as they wanted • Designed to build confidence, not text knowledge • Available ‘pre-start’ ie students had access to the whole site 2 weeks before term started
  18. 18. In class: Collaborative Collage to map out progress (thanks to LD ers Pauline Ridley and Sandra Sinfield for supporting me!
  19. 19. In class: Visual creative groupwork to decipher methodological terms And class doesn’t have to be inside….
  20. 20. In class: Speed dating session to overcome writer’s block Thanks to these LD ers! Reid, M., Frith, L., Hill, P., Holley, D., Ridley, P., Sinfield, S. and Sentito, E. (2010). Engaging subject academics in Learning Development: Different partnerships enabled by different models of LD Panel presentation at ALDinHE, Nottingham, 29-31 March
  21. 21. Thank you for coming! Any thoughts, comments, questions? Writing workshop in class (have run with 82) happy to share Interactive reading of journal article blown up to A3, shared across groups, each group summarises then works out what comes before/after Large classes – use flip chart paper on walls and do a collective themes worries/ solutions – students provide solutions Free book designed for students, by students (WriteNow Resource) http://www.writenow. ac.uk/assessmentplus/ documents/WritingEss aysAtUni-11.pdf Lots more ideas from: The ALDinHE Professional Development Working Group Conference: Look/Make/Learn: visual transformations in learning, teaching and assessment Conference in London on 28/01/2014 – link http://learning.londonmet.ac.uk/epacks/look_make_learn/

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