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Flipped classroom Sessional session 26 May

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Flipped classroom Sessional session 26 May

  1. 1. The Flipped Classroom ... Cindy O’Malley - School of Medical Sciences Pauline Porcaro - ADG - College of Business
  2. 2. Motivation to innovate teaching What brought you here today? - Discuss with the person next to you. What’s the biggest motivator for you to make a change to enhance your teaching practice in some way Share
  3. 3. Dr Cindy O’ Malley & Pauline Porcaro Dr Cindy O’Malley RMIT Teaching award recipient 2015 - Flexible Learning and Teaching For responding to the changing needs of students by facilitating flexible access to materials, improving formative feedback using technology and creating online support communities. Pauline Porcaro Senior Adviser - Academic Development College of Business Authors: 1. Curriculum Design of a Flipped Classroom to Enhance Haematology Learning 2. Forthcoming Book Chapter - The Flipped Classroom: Practice and Practices, eds. Reidsema, C. Kavanagh, L., Hadgraft, R., and Smith, N. - Inclusive STEM: Closing the learning loop, O’Malley, C., McLaughlin, T., and Porcaro, P. Springer.
  4. 4. Pre-session work What struck you about the videos/pre- learning? What questions do you want answered today?
  5. 5. Play this Kahoot 1. Go to kahoot.it on your device 2. Enter the Game Pin 3. Choose a nickname 4. You’re ready to play
  6. 6. Today’s objectives…. 1. What is the flipped classroom; why use it? 2. Some models and stories from practice. 3. Classroom activities. 4. Where to start.
  7. 7. What is it?
  8. 8. Which classroom would you prefer to be in?
  9. 9. Why use it?
  10. 10. Paulo Freire - The Banking Concept
  11. 11. http://www.gwern.net/Spaced%20repetition
  12. 12. What does it look like at RMIT?
  13. 13. What do you think are the most important stages of the flipped classroom after watching Cindy’s story? Cindy’s story
  14. 14. Important Steps 1.Prepare the students 2.Pre-class learning 3.In-class Active Learning 4.Closing the learning loop
  15. 15. Important Steps 1.Prepare the students 2.Pre-class learning 3.In-class Active Learning 4.Closing the learning loop
  16. 16. 2012-2013 Didactic 2014-2015 Flipped Delivery Porcaro PA, Jackson DE, McLaughlin PM & O’Malley CJ. Curriculum Design of a Flipped Classroom to Enhance Haematology Learning. J. Sci Educ Technol 2016:25:345-357. DOI 10.1007/s10956-015-9599-8
  17. 17. Some examples from RMIT 1. RMIT Flipped Classroom - Cindy’s story - Video 2. RMIT Pathology pre-class work - Google Site 3. RMIT Lab sciences - Lights, camera, action, directing your own flipped classroom - Video 4. College of Business - Personalising the flipped classroom - Google Site 5. Pre class work for Microbiology - videos made with a mobile phone embedded in a Google Site
  18. 18. Ideas for the classroom.
  19. 19. Summing up learning with Wordclouds Which concepts appear the most? Why? http://www.wordle.net/ (NB use Internet Explorer or Mozilla not Chrome) Or http://www.tagxedo.com/ Or http://tagcrowd.com/ Or Google App http://wordcloud.booogle.net/
  20. 20. Stop and check understanding What do they still need to know? Google forms Paper based forms Kahoot! Exit polls
  21. 21. Formative feedback 1. Socrative - sign in on the web or on your device if you have downloaded the student app 2. Join CINDYROOM 3. Enter a nickname
  22. 22. Fill the gaps - Close the learning loop Use Podcasts or quizzes embedded in Blackboard with timed release Echo360 Camtasia Screencast-o-matic Soundcloud etc. ...and soon Google Hangouts on Air & YouTube
  23. 23. Making it work
  24. 24. Learning tasks need to be ... Be relevant and authentic Engage students Inspire collaboration Inspire individual research Inspire enquiry Be fun/interesting
  25. 25. Think outside the square There are many ways to flip, consider one of your classes...from this list choose one method you could use to provide a pre-class activity to prepare students for class: share with a colleague how you would use it. Feel free to add ideas to it too.
  26. 26. Filling the classroom Make them want to be there Make it relevant Make it focussed on their needs Make them the directors of their own learning Create the power of the group
  27. 27. Getting the pre-work done Embed it in the design...they can’t go forward without it Make them accountable - have a task ready for class Needs to be interesting - use real stories where possible - hook them in Use video or stories from the media - real things Provide rewards - marks or chocolate :) Link it to assessment Make it RELEVANT...they need to know why they are doing it and how it will help them individually
  28. 28. Where to start?
  29. 29. Wind up and reflect Check your questions...have they been answered?
  30. 30. Wind up and reflect Consider one thing you could implement or trial…
  31. 31. Feedback - trial a form now
  32. 32. Answers to your questions Video with questions - Ted Ed Zaption Edpuzzle Hangouts on Air Active learning strategies using online tools for individual and group work Assessment and active learning ideas
  33. 33. Communities of Practice Please join our Google Communities - Flipped active learning CoB Learning and teaching community Also follow our Learning and Teaching Hub
  34. 34. Contact me at pauline.porcaro@rmit.edu.au …. and happy flipping!

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