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Designing a Flipped Classroom

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Presentation from a flipped summer classroom workshop held during May and June 2014 for Arts & Science Faculty at CU Boulder.

Workshop was presented by ASSETT - Arts & Science Support of Education Through Technology.

Published in: Education

Designing a Flipped Classroom

  1. 1. Flipped Summer Classroom Workshop
  2. 2. Flipped Classroom Resources http://bit.ly/assettflip
  3. 3. The biggest barrier to [a] blended learning [approach] is the pathological fear that your students’ performance will worsen if you do not lecture to them. http://edinnovation.wisc.edu/content/uploads/2013/02/06a_flipping_courses.pdf
  4. 4. Why are you here?
  5. 5. Agenda 9:15 - 11:00 am :: Nuts & Bolts of the Flipped Classroom 11:00 am - 12:00 pm :: Lunch 12:00 - 1:30 pm :: Camtasia 1:45 pm - 4:00 pm :: Active Learning & Assessment
  6. 6. After attending this workshop, the participant will be able to: 1. design a lesson/module using tenets of the flipped classroom; 2. produce a short lecture video for concept mastery; 3. plan in-class activities that provide opportunities for critical thinking; 4. evaluate student learning using a combination of assessment types.
  7. 7. What is your definition of a ‘Flipped Classroom’
  8. 8. Flipped Learning is … a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter. Flipped Learning Network
  9. 9. Flipped Learning is ... ➔a student-centered learning approach. ➔maximizing in-class time, providing students with an opportunity to apply concepts, with personalized attention. ➔changing the way students engage with content, peers, lectures and YOU. ➔not a new trend or contemporary way of teaching.
  10. 10. Seven Principles for Good Practice in Undergraduate Education 1. Encourages contact between students and faculty. 2. Develops reciprocity and cooperation among students. 3. Encourages active learning. 4. Gives prompt feedback. 5. Emphasizes time on task. 6. Communicates high expectations. 7. Respects diverse talents and ways of learning. Chickering and Gamson, 1987
  11. 11. Research on Flipped Learning “Quantitative and rigorous qualitative research on flipped learning is limited, but there is a great deal of research that supports the key elements of the model with respect to instructional strategies for engaging students in their learning.” Flipped Learning Network, 2013
  12. 12. Active learning research tells us …. that active involvement in the learning process is vitally important in two areas: (a) for the mastery of skills, such as critical thinking and problem-solving and (b) for contributing to the student’s likelihood of persisting to program completion (Braxton, Jones, Hirschy, & Hartkey, 2008; Prince, 2004).
  13. 13. Growing practice that shows promise and potential, AND presents opportunities for research.
  14. 14. Student Engagement F Flexible learning environment L Shift in Learning culture I Intentional Content P Professional Educators Pillars of Flipped Learning Adapted from A White Paper based on the Literature review titled A Review of Flipped Learning
  15. 15. Who is flipping their classrooms ➔Mostly K-12 ➔Higher Ed is slowly gaining traction ➔CU ◆ Andrew Martin, EBIO ◆ Shaw Ketels, Psychology ◆ Phoebe Young, History ◆ Olivia Conner, IEC ◆ probably many more!
  16. 16. Possible outcomes of the classroom ● Improved critical thinking and problem solving skills ● Increased engagement with students ● Increased student engagement with content ● Ability to offer personalized learning ● Ability to facilitate mastery learning ● MORE Data
  17. 17. Clintondale High School http://www.pbs.org/newshour/bb/american-graduate-july-dec13-flipped_12-11/
  18. 18. Byron High School Image Credit: http://stemwire.org/files/flipped-1.jpg
  19. 19. Higher Ed ● US (UW - Seattle) o Intro to Biology Pre Flip: 17% failure o Post Flip: 4% failure rate & # of A increased from 14 to 24% ● Canada (U of BC - Vancouver) o Large Lecture Physics course (250+/section) o Flipped only last week of instruction o Post Flip: Attendance - 20%, engagement 40%, and scored more than 2x as well as students in lecture section on MC comp exam. http://www.flippedlearning.org/cms/lib07/VA01923112/Centricity/Domain/41/HigherEdWhitePaper%20FINAL.pdf
  20. 20. Flipped classroom model improves graduate student performance in cardiovascular, respiratory, and renal physiology (J. D. Tune , M. Sturek , D. P. Basile (2013) Advances in Physiology Education 2013 Vol. 37no. 316-320) Students in the flipped course scored significantly higher (P ≤ 0.05) on the cardiovascular, respiratory, and weighted cumulative sections by an average of >12 percentage point. Exam averages for students in the flipped course also tended to be higher on the renal section by ∼11 percentage points (P = 0.06).
  21. 21. From the Educational Technologist lens ... Pedagogical and technical support IT Infrastructure (D2L, Kaltura, WiFi, Computer labs) Availability of software
  22. 22. Examples of Flipped Classrooms
  23. 23. Chem 43 - Duke University
  24. 24. MTH 201: Calculus - Grand Valley State University
  25. 25. Thoughts so far about your flipped classroom
  26. 26. Criticism of the Flipped Classroom ➔It’s just another higher ed trend, buzz word, or gimmick. ➔Undervalues the power of good, face to face, socratic teaching methods. ➔Students say their instructor is just ‘coasting’ and not really teaching them.
  27. 27. Considerations ➔One size does not fit all ◆ Humanities, Socratic method, Seminar ◆ Teaching Styles ◆ Learning Styles ➔Physical classroom constraint ◆ Stadium Seating ◆ Lack of outlets or Internet connection
  28. 28. Flipping Courses: Transitioning From Traditional Courses to a Blended‐Learning Approach http://edinnovation.wisc.edu/content/uploads/2013/02/06a_flipping_courses.pdf
  29. 29. Let’s start flipping!
  30. 30. How do I flip my class? 1. Record lectures 2. Assign lectures as homework 3. Facilitate engaging learning activities during class time 4. Create assessments that frequently check for understanding. 5. Create opportunities for student feedback.
  31. 31. Flipped Approach Pre-Class ➔ Lower Order Objectives ➔ Learning Resources ➔ Task ➔ Assessment In-Class ➔Higher Order Objectives ➔Activity ➔Assessment
  32. 32. Image: http://www.baystatetech.org/get-your-hands-dirty/
  33. 33. http://www.universitybusiness.com/article/sample-flipped-class-session-agenda-infographic
  34. 34. Flipping Large Classes The idea and process are the same BUT.... Classroom management may need more attention than in a smaller class.
  35. 35. Flipping Large Classes ● Can you make stadium seating work? ● Do you have enough TAs? ● Will the TAs’ roles need to shift? ● What technologies can help with classroom management? o clickers or other response systems o auto-graded quizzes o group tools ● Could you incorporate alternate meeting times?
  36. 36. What will your flipped classroom will look like?
  37. 37. Get Ready to Screencast! Do you: ● have a lesson/concept that you’d like to record? ● have the Camtasia software installed? o If not, go to http://bit.ly/dl_cam ● have your software key? o Please see a facilitator
  38. 38. Creating ADA Compliant Screencasts ● Accessible Delivery of Audio & Video ● Accessible Delivery of Images ● Accessible Delivery of Text
  39. 39. “Brain research tells us that the novelty of any stimulus tends to wear off after about 10 minutes, and as a result, learners tend to check out after 10 minutes of exposure to new content” (Medina, 2008.) “One benefit, then, of placing lectures online may be that they can break down direct instruction into more engaging, 10-minute bites of learning.” Educational Leadership, 2013
  40. 40. Recommendations ● <10 minutes ● Adequate lighting and neutral background ● Sound: find a quiet space o use mic to isolate voice and decrease ambient sounds ● Clean up your (computer) desktop ● Develop & publish a script to increase accessibility!
  41. 41. Examples
  42. 42. Professor Flipper Case Study
  43. 43. Active Learning https://www.flickr.com/photos/tamuc/
  44. 44. Jigsaw Video
  45. 45. What is Active Learning? Active learning is "anything that involves students in doing things and thinking about the things they are doing." Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom (ASHE–ERIC Higher Education Rep. No. 1). Washington, DC: The George Washington University, School of Education and Human Development.
  46. 46. Facilitating Instructing
  47. 47. Structuring Group Activities How to Implement the Elements of Cooperative Learning ● Lessons are structured ● Learners work together to achieve shared goals. ● Work in small groups. ● Groups are heterogeneous. ● Joint success is celebrated. ● Evaluated by matching performance with clear criteria
  48. 48. Structuring Group Activities Positive Interdependence Individual Accountability Face-to-Face (Promotive) Interaction Interpersonal and Small Group Social Skills Group Processing
  49. 49. Structuring Group Activities Positive Interdependence Goal Interdependence, Resource Interdependence Role Interdependence Individual Accountability Individual Grades, Peer Assessment Promotive Interaction Student Roles Interpersonal Skills Discussion, Time to Practice Group Processing Individual Reflections
  50. 50. ASSESSMENT
  51. 51. Accountability for pre-class activities ● Self tests, Self checks ● Auto graded quizzes ● JiTT ● Low stakes incentives for mastery concepts
  52. 52. Formative Assessments ● Short online survey ● Muddiest point ● 1 minute essay ● Good For’s
  53. 53. Use Bloom’s for Alignment
  54. 54. Objective Activity Activity Activity Assessment
  55. 55. Course evaluations ● Student perceptions of the flipped method ● Data that can help you determine the success of the flipped method
  56. 56. Professor Flipper Case Study Revisited
  57. 57. What will your flipped classroom will look like?
  58. 58. “In a flipped classroom, a professor is able to teach both content and process. The kinds of problems that people with degrees in mathematics get hired to work on are amorphous and poorly defined. A lot of the problems my students will face don't even exist yet. We can't just focus on content coverage. We have to teach the ability to adapt and evolve along with the problems.” Quote from Robert Talbert in 6 Expert Tips for Flipping the Classroom, 2013
  59. 59. Thank you! Jacie Moriyamamoriyama@colorado.edu Amanda McAndrew Amanda.McAndrew@colorado.edu Nisha Azimovaniaz5689@colorado.edu
  60. 60. Criticism of Higher Ed “Apathetic students, illiterate graduates, incompetent teaching, impersonal campuses …” Chickering and Gamson, 1987
  61. 61. The Transmittal Model “Assumes that the student's brain is like an empty container into which the professor pours knowledge. In this view of teaching and learning, students are passive learners rather than active ones. Such a view is outdated and will not be effective for the twenty-first century, when individuals will be expected to think for themselves, pose and solve complex problems, and generally produce knowledge rather than reproduce it.” College Teaching, 1993
  62. 62. Challenges Large Classes ● Instructors have reduced interactions with students ● Students feel isolated and anonymous ● Leads to feeling less responsible and motivated ● Reduced level of active involvement ● How to implement student centered approaches with so many students (Kerr, 2011)
  63. 63. What we know …. In one survey of 453 teachers who flipped their classrooms, 67 percent reported increased test scores, with particular benefits for students in advanced placement classes and students with special needs; 80 percent reported improved student attitudes; and 99 percent said they would flip their classrooms again next year (Flipped Learning Network, 2012).
  64. 64. Flipped classroom model improves graduate student performance in cardiovascular, respiratory, and renal physiology (J. D. Tune , M. Sturek , D. P. Basile (2013) Advances in Physiology Education 2013 Vol. 37no. 316-320) Students in the flipped course scored significantly higher (P ≤ 0.05) on the cardiovascular, respiratory, and weighted cumulative sections by an average of >12 percentage point. Exam averages for students in the flipped course also tended to be higher on the renal section by ∼11 percentage points (P = 0.06).

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