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Flipped mdm@1907


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Teaching Excellence Workshop from St. Mary's College of Maryland on Flipped Classrooms.

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Flipped mdm@1907

  1. 1. The Flipped Classroom Lin Muilenburg, Education Erin De Pree, Physics Scott Mirabile, Psychology Dave Kung, Mathematics
  2. 2. Lin Muilenburg, EducationWHAT IS A FLIPPEDCLASSROOM?
  3. 3. Flipped Classroom: Oversimplified• The flipped classroom is a pedagogical model in which the typical lecture and homework elements of a course are reversed (EDUCAUSE, 2012).• In more complex forms, teachers direct students to instructional video content when needed during various stages in complex learning cycles (Musallam, 2011).
  4. 4. An ideology, not a model• The Flipped Classroom is a pedagogy-first approach that strives to meet the needs of the learners. It is much more an ideology than it is a specific methodology . . . there is no prescribed set of rules to follow or model to fit.• This can look very different from classroom to classroom; no two Flipped Classrooms look exactly the same, just as no two traditional classrooms look alike. (Bennet et al., 2012b)
  5. 5. An ideology, not a model• The Flipped Classroom is one part of a larger inquiry or instruction cycle, not a panacea or stand- alone magic bullet for instruction.• It overlaps with many instructional practices such as: – Reverse Instruction, – Inquiry Learning, – Problem-based Learning, – Universal Design for Learning, – Peer Instruction, and (Bennet et al., 2012b) – Blended Learning.
  6. 6. Why Flip?• Actively transfer the responsibility and ownership of learning from the teacher to the students.• When students have control over how they learn content, the pace of their learning, and how their learning is assessed, the learning belongs to them.• Teachers become guides to understanding rather than dispensers of facts, and students become active learners rather than receptacles of information. (Bennet et al., 2012b)
  7. 7. Characteristics• Discussions are led by students and typically reach higher orders of critical thinking; outside content is brought in and expanded.• Students challenge one another during class on content.• Content is given context as it relates to real-world scenarios.• Collaborative work is fluid depending on student needs and interests. (Bennet et al., 2012a)
  8. 8. Characteristics• Student-led tutoring and collaborative learning forms spontaneously.• Students take ownership of the material.• Students are actively engaged in problem solving and critical thinking.• Students are transforming from passive listeners to active learners. (Bennet et al., 2012a)
  9. 9. Questions to Consider1. How can the focus and attention of the classroom be turned away from the teacher and toward the students giving the students more control over their learning?2. What can be removed from class time that can be better placed outside the classroom (often by leveraging technology)?3. What will be done with the recovered class time that will challenge and actively engage learners?4. How can the students’ increased cognitive load from higher order thinking be addressed through teacher presence and scaffolding?
  10. 10. Ex: Senior Seminar in HMST• Reading sets offer choice; distribute knowledge• Reading notes: – Summarize and react to readings – Add one important idea from outside sources – Write thought provoking discussion question – Post notes to Blackboard before class• Class time is for rich, student-led discussions• Students take ownership and share resources
  11. 11. Screencasting “Lectures”• Directions:• Tech Skills:
  12. 12. Technology in the ClassroomA gradual shift from “how-to” lessons to projectdevelopment workshops• Students work collaboratively• Peer coaching; expertise is distributed• F2F support for higher order thinking• Gradually move lower order thinking to homework – e.g., learning software basics
  13. 13. Technology in the ClassroomEverything students need is on the course wiki! – Assignment descriptions – Multiple exemplary models – Scoring rubrics – How-to screencasts – Links to resources The Tech in the Classroom Wiki
  14. 14. Erin De Pree, PhysicsDO STUDENTS REALLYLEARN MORE?
  15. 15. What happens in class?• Clicker questions or ConcepTests• Solving homework-like problems• Solving real-world problems• Mini lab activities• Modeling situations – with students, play dough, etc.• ...
  16. 16. Build-Your-Own-Nuclear-Reactor
  17. 17. Student-designed model of anexpanding and contracting universe
  18. 18. Do Students Really Learn More?• Conceptual Tests: Force Concept Inventory (FCI) – 1st semester concepts – Standard throughout physics community – Used internationally• Increased preparedness for upper level courses• They can explain their knowledge to others
  19. 19. Normalized GainRegion GainHigh Gain 0.7 – 1.0Medium Gain 0.3 – 0.7Low Gain 0 – 0.3
  20. 20. Low gain Hake, 1998
  21. 21. Interactive coursesTraditional courses
  22. 22. 0.5 individual courses with interactive engagement 0.45 category averages 0.4 0.35 0.3<<g>> 0.25 0.2 0.15 0.1 St. Mary’s Physics Courses 0.05 without interactive engagement 0
  23. 23. Relationship to ICES scoresSTUDENT EVALUATIONS
  24. 24. 0.45 0.4 0.35FCI Normalized Gain <<g>> 0.3 0.25 0.2 0.15 0.1 m = -0.008 R2 = 0.0015 0.05 0 2.6 2.8 3 3.2 3.4 3.6 3.8 4 4.2 4.4 ICES Q1 (Rate the Instructor) Score
  25. 25. 0.45 0.4 0.35FCI Normalized Gain <<g>> 0.3 0.25 0.2 0.15 0.1 m = 0.000 0.05 R2 = 0.000 0 2.6 2.8 3 3.2 3.4 3.6 3.8 4 4.2 4.4 ICES Q2 (Rate the Course) Score
  26. 26. Scott Mirabile, PsychologyTHE DOUBLE FLIP
  27. 27. The Double Flip: Goals & Methods• Goal 1: Prepare for and provide hands-on experience with various research paradigms Prepare through lecture, provide lab activities• Goal 2: Foster scientific, critical thinking about important social issues relevant to developmental psychology. – Flip 1: Students read text chapters and take quizzes. Assures students have working knowledge of relevant developmental theories & research. – Flip 2: Students select supplementary readings, draft & assign response questions, lead the in-class discussions of the topics
  28. 28. The Double Flip: Challenges• Problems in Preparation – Incentivizing responsibility-taking – Procrastination – Little experience drafting critical thinking questions• Problems in Execution – Little experience facilitating discussions – Can generate a LOT of gradable assignments – Student perceptions that YOU aren’t actually teaching
  29. 29. The Double Flip: Solutions?Problems in Preparation• Incentivizing responsibility-taking – “Stick”: response papers, quizzes, participation grade – “Carrot”: student-selected topics• Procrastination – Break project into steps, build in time for revise & resubmit• Little experience drafting critical thinking questions – Provide models (paper, in person) and rubrics – Provide out of class support, schedule group meetings
  30. 30. The Double Flip: ChallengesProblems in Execution• Little experience facilitating discussions – Model the discussions you want them to have. – Tips: don’t gate-keep, tolerate/promote silence, let ideas develop fully – Help them facilitate during discussions, don’t take over.• Can generate a LOT of gradable assignments – Using pass/fail rather than numeric grades where possible• Student perceptions that YOU aren’t teaching (about the subject) – May be a matter of how the course is framed/described – …?
  31. 31. Dave Kung, MathematicsAWESOME DUDE
  32. 32. EveryoneDISCUSSION
  33. 33. ReferencesFor more information on FlippedClassrooms, and to find the articles referencedin this presentation go to: