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Flipped classroom Marianne Lok

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Presentation Eapril november 2016

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Flipped classroom Marianne Lok

  1. 1. W i n d e s h e i m m a k e s k n o w l e d g e w o r k The Flipped Classroom: fostering effective study behavior Marianne Lok Anneke Smits Zwolle, the Netherlands Windesheim University of applied sciences Primary Teacher Education department Education innovation and ICT research group
  2. 2. W i n d e s h e i m m a k e s k n o w l e d g e w o r k
  3. 3. W i n d e s h e i m m a k e s k n o w l e d g e w o r k Practical incentive • Initial teacher training for elementary education • Course on learning theory (2nd year) • Theoretical and abstract content The Flipped Classroom
  4. 4. W i n d e s h e i m m a k e s k n o w l e d g e w o r k the Flipped Classroom: thinking skills LMS: transfer of knowledge Individual Preparation for classroom F2F: active knowledge construction Together During class time (Bloom, 1956) Create Evaluate Analyze Apply Understand Remember higher-order thinking skills lower order thinking skills
  5. 5. W i n d e s h e i m m a k e s k n o w l e d g e w o r k Preparation Results Several studies describe student preparation (Brost & Bradley, 2006; Burchfield & Sappinton, 2000).
  6. 6. W i n d e s h e i m m a k e s k n o w l e d g e w o r k Research Research question: What characteristics of an electronic and physical learning environment contribute to achieving effective study behavior of students?
  7. 7. W i n d e s h e i m m a k e s k n o w l e d g e w o r k Methodology Analysis & Exploration: context analysis, literature, expert Design & Construction: design characteristics, developing online & physical environment Interventions & Evaluation: 1. Teaching one group of students by teacher-researcher 2. Teaching three groups of students by different teacher
  8. 8. W i n d e s h e i m m a k e s k n o w l e d g e w o r k Design characteristics 1. Assignments 2. Differentiation 3. Teacher behavior
  9. 9. W i n d e s h e i m m a k e s k n o w l e d g e w o r k Design characteristics (1) Assignments • Transfer of knowledge in LMS » online lectures, written explanations • Construction of knowledge F2F » assignments stimulating creating, evaluating & analyzing • Stimulate interaction & feedback between student(s) - teacher - content » online quizzes, online questioning, active cooperative learning, peer instruction
  10. 10. W i n d e s h e i m m a k e s k n o w l e d g e w o r k
  11. 11. W i n d e s h e i m m a k e s k n o w l e d g e w o r k Explain everything
  12. 12. W i n d e s h e i m m a k e s k n o w l e d g e w o r k Design characteristics (1) Assignments • Transfer of knowledge in LMS » online lectures, written explanations • Construction of knowledge F2F » assignments stimulating creating, evaluating & analyzing • Stimulate interaction & feedback between student(s) - teacher - content » online quizzes, online questioning, active cooperative learning, peer instruction
  13. 13. W i n d e s h e i m m a k e s k n o w l e d g e w o r k Peer instruction
  14. 14. W i n d e s h e i m m a k e s k n o w l e d g e w o r k Design characteristics (2) Differentiation • Arrange for flexibility in time and space » online lectures, written explanations » F2F materials, tools, assignments are available in the LMS • Arrange for flexibility in level and interest » online quizzes, online preparation assignments » F2F mastery assignments (beginner, advanced, master)
  15. 15. W i n d e s h e i m m a k e s k n o w l e d g e w o r k
  16. 16. W i n d e s h e i m m a k e s k n o w l e d g e w o r k Beginners level
  17. 17. W i n d e s h e i m m a k e s k n o w l e d g e w o r k Master level
  18. 18. W i n d e s h e i m m a k e s k n o w l e d g e w o r k Design characteristics (3) Teacher behavior: be a guide on the side • Ask questions that stimulate higher order thinking » questions regarding self-regulation » questions regarding reasoning content, strategy and modus. » moderate interaction of the online questions • Give learning-enhancing feedback » feedback is positive » feedback is specific (focus on strategy, content, modus, quality) » tackle the expert role (give little instruction)
  19. 19. W i n d e s h e i m m a k e s k n o w l e d g e w o r k Research instruments • Interviews (students, teacher) • Survey (study behavior & learning effect) • Data analysis (access LMS & test scores) • Teacher log
  20. 20. W i n d e s h e i m m a k e s k n o w l e d g e w o r k Results What characteristics of an electronic and physical learning environment contribute to achieving effective study behavior of students? 1. Study behavior 2. Design characteristics a) Assignment b) Differentiation c) Teacher behavior
  21. 21. W i n d e s h e i m m a k e s k n o w l e d g e w o r k Results (1): study behavior 0 5 10 15 20 25 > 5 6 - 19 20 - 50 51 - 100 101 - 138 Numberofstudents Access time Access to the LMS
  22. 22. W i n d e s h e i m m a k e s k n o w l e d g e w o r k Results (2a) design characteristics Assignments Students value • Online lectures and online quizzes • Assignments that stimulate active learning and constructing of knowledge Students are less interested in peer feedback You can learn from each other through interaction. But it only works when everybody is prepared, otherwise it is annoying.
  23. 23. W i n d e s h e i m m a k e s k n o w l e d g e w o r k Results (2b) design characteristics Differentiation value flexibility in assignments on advanced or mastery level. state that they’re not stimulated by taking assignments on advanced or mastery level. Because students work on assignments at their level, space is created to coach the different levels. Students who prepare reach a deeper level of knowledge. prepared Less prepared
  24. 24. W i n d e s h e i m m a k e s k n o w l e d g e w o r k Results (2c) design characteristics Teacher behavior Students value a teacher who • explains why she thinks something is wrong or right. asks questions that incite reflection on the content explains gives feedback on your learning process Prepared students I’ m tempted to explain now and then. Some students were really frustrated. The literally asked me to ‘just tell’…..
  25. 25. W i n d e s h e i m m a k e s k n o w l e d g e w o r k Effort? More student involvement through better preparation Better understanding of the student learning process. The lessons were interesting, but challenging This way of teaching is not for me, I'd rather just be taught bare exam material
  26. 26. W i n d e s h e i m m a k e s k n o w l e d g e w o r k Conclusions What characteristics of an electronic and physical learning environment contribute to achieving effective study behavior of students? We found indications for the usefulness of the design characteristics. Except teacher behavior • Be a guide who gives learning-enhancing feedback (feedback on your learning process)
  27. 27. W i n d e s h e i m m a k e s k n o w l e d g e w o r k How do you involve students? How do you make sure they prepare?
  28. 28. W i n d e s h e i m m a k e s k n o w l e d g e w o r k How do you involve students? • Assessing the quiz • Exclude them from you lessons • Scaffolding the content • …………… • ……………
  29. 29. W i n d e s h e i m m a k e s k n o w l e d g e w o r k • Bespreken hoe je de basisgroep kan motiveren • Quiz voor punten • Niet in je les? • Docentbewustzijn

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