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Scott Stantis from The Chicago Tribune 2010 
Who is your 
target? 
How do you 
reach 
them?
2 
What Do Teachers Know 
about Content Delivery 
That You Don’t? 
CHUNKING 
F L I P P I G 
E V E L Y N L I | E V E L Y N ...
Teaching multigenerational 
students is like marketing to 
consumers of all ages 
DELIVERING CONTENT BASED ON THEIR LEARNI...
E V E L Y N L I | E V E L Y N . L I @ U W C . E D U | @ E L I 2 8 8 4 | # T I E 1 2
Learning Styles, Formats & Activities 
Baby Boomers 
(1946-1964) 
Age 50 to 68 
Instructor-guided & 
lecture 
Linear conte...
“Students’ Attention Span” by Daniel Lim 
E V E L Y N L I | E V E L Y N . L I @ U W C . E D U | @ E L I 2 8 8 4 | # T I E ...
Honey, who shrunk our kids’ 
attention span? 
I N S T E A D O F B L AMI N G T H E T E C H N O LO GY, L E T ’ S T RY TO 
EM...
Flipping & Chunking 
CONTENT DELIVERY STRATEGIES THAT WE CAN BORROW FROM 
TEACHERS 
E V E L Y N L I | E V E L Y N . L I @ ...
Flipped learning 
DELIVERY THE CONTENT OUTSIDE THE MEETING TIME AND 
ALLOW USERS TO PROCESS IT AT THEIR OWN PACE 
E V E L ...
Using live tweets to collect 
information 
LET YOUR STUDENTS TELL YOU HOW WELL THEY ARE LEARNING 
E V E L Y N L I | E V E ...
“Flipping the Classroom - Simply Speaking” 
Twe e t a b o u t t h e v i d e o u s i n g #T IE12
Sources: http://youtu.be/4a7NbUIr_iQ 
EVELYN LI | EVELYN.LI@UWC.EDU | @ELI2884 | #TIE12
E V E L Y N L I | E V E L Y N . L I @ U W C . E D U | @ E L I 2 8 8 4 | # T I E 1 2
Characteristics of Flipped Learning 
Content is delivered outside meeting time 
Content is presented in different formats ...
“Shall we play a game?” 
QUICK, WHICH MOVIE WAS THIS FROM? 
E V E L Y N L I | E V E L Y N . L I @ U W C . E D U | @ E L I ...
4147102120141535 
WHAT COMES TO MIND? NOW TRY TO MEMORIZE THEM. 
E V E L Y N L I | E V E L Y N . L I @ U W C . E D U | @ E...
We just chunked the digits into 
meaningful & manageable 
size bits 
RETAINING INFORMATION THROUGH A PROGRESSIVE LEARNING ...
Web Users Don’t Read. They Scan. 
Sources: F-Shaped Pattern For Reading Web Content (Jakob Nielsen, 2006) 
E V E L Y N L I...
I have sent a Doodle with the session options. Please indicate the times that you would be 
willing to teach. Once complet...
DOODLE. I have sent a Doodle with the session options. Please indicate the times that you would be 
willing to teach. Once...
How to Chunk It Right 
Break information into groups 
Prioritize information 
Use meaningful headings 
Summarize with a sh...
Through flipping and chunking, we 
can successfully deliver our 
content 
IN ADDITION, TAKE GENERATIONAL LEARNING STYLES I...
[Any] Content Delivery Best Practices 
Make it easy to access 
Section your content with keyword-rich headings 
Understand...
[Free] Tools & Resources 
Live Twitter Feed 
◦ TweetWally or Visible Tweets 
(How To Add A Live Twitter Feed To Your Power...
Questions? 
TINYURL.COM/ELI -TIE12
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Chunking and Flipping: What Do Teachers Know about Content Delivery That You Don’t?

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Today’s college students can’t pay attention for a whole hour. “Chunking” Web content or a presentation breaks extensive information into bite-size pieces. “Flipping” a lecture makes meeting time more interactive and fun. What tools are available to help you chunk your presentation that don’t require anyone to purchase expensive gadgets? How can you assess understanding and modify your content from one chunk to the next based on your audience’s feedback? Which types of presentations can be flipped? Can you flip control to your audience without losing control? How can you be sure that your message has been lost after all this chunking and flipping?

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Chunking and Flipping: What Do Teachers Know about Content Delivery That You Don’t?

  1. 1. Scott Stantis from The Chicago Tribune 2010 Who is your target? How do you reach them?
  2. 2. 2 What Do Teachers Know about Content Delivery That You Don’t? CHUNKING F L I P P I G E V E L Y N L I | E V E L Y N . L I @ U W C . E D U | @ E L I 2 8 8 4 | # T I E 1 2
  3. 3. Teaching multigenerational students is like marketing to consumers of all ages DELIVERING CONTENT BASED ON THEIR LEARNING STYLES E V E L Y N L I | E V E L Y N . L I @ U W C . E D U | @ E L I 2 8 8 4 | # T I E 1 2
  4. 4. E V E L Y N L I | E V E L Y N . L I @ U W C . E D U | @ E L I 2 8 8 4 | # T I E 1 2
  5. 5. Learning Styles, Formats & Activities Baby Boomers (1946-1964) Age 50 to 68 Instructor-guided & lecture Linear content, print material & notes Tactile learning & role playing Gen X (1965-1980) Age 34 to 49 Interactive & flexible learning Linear content, PowerPoint & index/TOC Real-world examples & case studies Gen Y (1981-2000) Age 14 to 33 Customized and informal learning Non-linear from various resources Social interaction & multitasking Gen Z (After 2001) Age 13 & under Flexible learning & the “Net” Bite-sized, visual stimulation in digital format Video game-like learning & multitasking Sources: The Six Living Generations In America (J. Novak), Generation X,Y,Z and the Others (W. Schroer) and Generations 2010 (Pew Research Center) E V E L Y N L I | E V E L Y N . L I @ U W C . E D U | @ E L I 2 8 8 4 | # T I E 1 2
  6. 6. “Students’ Attention Span” by Daniel Lim E V E L Y N L I | E V E L Y N . L I @ U W C . E D U | @ E L I 2 8 8 4 | # T I E 1 2
  7. 7. Honey, who shrunk our kids’ attention span? I N S T E A D O F B L AMI N G T H E T E C H N O LO GY, L E T ’ S T RY TO EMBRACE IT E V E L Y N L I | E V E L Y N . L I @ U W C . E D U | @ E L I 2 8 8 4 | # T I E 1 2
  8. 8. Flipping & Chunking CONTENT DELIVERY STRATEGIES THAT WE CAN BORROW FROM TEACHERS E V E L Y N L I | E V E L Y N . L I @ U W C . E D U | @ E L I 2 8 8 4 | # T I E 1 2
  9. 9. Flipped learning DELIVERY THE CONTENT OUTSIDE THE MEETING TIME AND ALLOW USERS TO PROCESS IT AT THEIR OWN PACE E V E L Y N L I | E V E L Y N . L I @ U W C . E D U | @ E L I 2 8 8 4 | # T I E 1 2
  10. 10. Using live tweets to collect information LET YOUR STUDENTS TELL YOU HOW WELL THEY ARE LEARNING E V E L Y N L I | E V E L Y N . L I @ U W C . E D U | @ E L I 2 8 8 4 | # T I E 1 2
  11. 11. “Flipping the Classroom - Simply Speaking” Twe e t a b o u t t h e v i d e o u s i n g #T IE12
  12. 12. Sources: http://youtu.be/4a7NbUIr_iQ EVELYN LI | EVELYN.LI@UWC.EDU | @ELI2884 | #TIE12
  13. 13. E V E L Y N L I | E V E L Y N . L I @ U W C . E D U | @ E L I 2 8 8 4 | # T I E 1 2
  14. 14. Characteristics of Flipped Learning Content is delivered outside meeting time Content is presented in different formats Content has specific learning objectives Discussion is led by students in class Technology is used to assess learning Contents is modified based on learning outcomes E v e l y n L i | e v e l y n . l i @ u w c . e d u | @ e l i 2 8 8 4 | # T I E 1 2
  15. 15. “Shall we play a game?” QUICK, WHICH MOVIE WAS THIS FROM? E V E L Y N L I | E V E L Y N . L I @ U W C . E D U | @ E L I 2 8 8 4 | # T I E 1 2
  16. 16. 4147102120141535 WHAT COMES TO MIND? NOW TRY TO MEMORIZE THEM. E V E L Y N L I | E V E L Y N . L I @ U W C . E D U | @ E L I 2 8 8 4 | # T I E 1 2
  17. 17. We just chunked the digits into meaningful & manageable size bits RETAINING INFORMATION THROUGH A PROGRESSIVE LEARNING PROCESS EVELYN LI | EVELYN.LI@UWC.EDU | @ELI2884 | #TIE12
  18. 18. Web Users Don’t Read. They Scan. Sources: F-Shaped Pattern For Reading Web Content (Jakob Nielsen, 2006) E V E L Y N L I | E V E L Y N . L I @ U W C . E D U | @ E L I 2 8 8 4 | # T I E 1 2
  19. 19. I have sent a Doodle with the session options. Please indicate the times that you would be willing to teach. Once complete, I will let you know what session/sessions you will teach. Our session spaces are limited, so please let me know of your availability as soon as possible. I would like to send you a time confirmation by the end of next week. In the past, instructors have provided a title and a description for their class. This information is shared with the students in the registration form. They are asked their preferences and are divided up accordingly. Below is an example from a class that professor Johnson has taught: Go with the Flow! Think that all you have to do to get water is turn on the tap? Think again! Come learn how the rocks and sediments beneath your feet transport water below the ground. You and your labmates will also get the chance to design and construct your own groundwater aquifer and groundwater barrier to study how to keep our water safe from contamination. As you begin to think of your lesson plan, please send me the title and description that you would like to share with the students. If you have any questions, please let me know. Thank you, again, for your interest in this event! E V E L Y N L I | E V E L Y N . L I @ U W C . E D U | @ E L I 2 8 8 4 | # T I E 1 2
  20. 20. DOODLE. I have sent a Doodle with the session options. Please indicate the times that you would be willing to teach. Once complete, I will let you know what session/sessions you will teach. Our session spaces are limited, so please let me know of your availability as soon as possible. I would like to send you a time confirmation by the end of next week. TITLE AND DESCRIPTION. In the past, instructors have provided a title and a description for their class. This information is shared with the students in the registration form. They are asked their preferences and are divided up accordingly. Below is an example from a class that professor Johnson has taught: Go with the Flow! Think that all you have to do to get water is turn on the tap? Think again! Come learn how the rocks and sediments beneath your feet transport water below the ground. You and your labmates will also get the chance to design and construct your own groundwater aquifer and groundwater barrier to study how to keep our water safe from contamination. As you begin to think of your lesson plan, please send me the title and description that you would like to share with the students. If you have any questions, please let me know. Thank you, again, for your interest in this event! E V E L Y N L I | E V E L Y N . L I @ U W C . E D U | @ E L I 2 8 8 4 | # T I E 1 2
  21. 21. How to Chunk It Right Break information into groups Prioritize information Use meaningful headings Summarize with a short phrase Use simpler & common words Use lists, tables or images E V E L Y N L I | E V E L Y N . L I @ U W C . E D U | @ E L I 2 8 8 4 | # T I E 1 2
  22. 22. Through flipping and chunking, we can successfully deliver our content IN ADDITION, TAKE GENERATIONAL LEARNING STYLES INTO ACCOUNT E V E L Y N L I | E V E L Y N . L I @ U W C . E D U | @ E L I 2 8 8 4 | # T I E 1 2
  23. 23. [Any] Content Delivery Best Practices Make it easy to access Section your content with keyword-rich headings Understand your target audiences Use related images/videos to engage users Encourage expression of opinions Promote social interaction and sharing Make the most of User Generated Content (UGC) E V E L Y N L I | E V E L Y N . L I @ U W C . E D U | @ E L I 2 8 8 4 | # T I E 1 2
  24. 24. [Free] Tools & Resources Live Twitter Feed ◦ TweetWally or Visible Tweets (How To Add A Live Twitter Feed To Your PowerPoint Presentation / Liz Gross) Classroom Response System (CRS) ◦ Poll Everywhere or clickers Screen Capture ◦ Jing or Screencast-O-Mattic Video Creation ◦ Windows Movie Maker or iMovie Presentation Tools ◦ Sway E V E L Y N L I | E V E L Y N . L I @ U W C . E D U | @ E L I 2 8 8 4 | # T I E 1 2
  25. 25. Questions? TINYURL.COM/ELI -TIE12

Today’s college students can’t pay attention for a whole hour. “Chunking” Web content or a presentation breaks extensive information into bite-size pieces. “Flipping” a lecture makes meeting time more interactive and fun. What tools are available to help you chunk your presentation that don’t require anyone to purchase expensive gadgets? How can you assess understanding and modify your content from one chunk to the next based on your audience’s feedback? Which types of presentations can be flipped? Can you flip control to your audience without losing control? How can you be sure that your message has been lost after all this chunking and flipping?

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