I Decided to 'Flip'...Now What?


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This was an Ignite! and Poster session presented at the 2012 NJEDge Conference in Plainsboro, NJ.

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  • When we think about traditional teaching. The teacher is the sage on the stage “transmitting” new knowledge to the students. The students sit back and passively “learn”.
  • Many educators have been doing this type of teaching from time to time, Lage, Platt and Treglia coined the term in 2000.
  • Textbook readingsOutside Readings: Case Studies, current events, journal articles, primary/secondary sourcesPresentations: PowerPoint, PreziImages*Anything dealing with new content.
  • Conceptually flipped classroom is the same as inverted classroom. The major difference is that the new content is video-based.
  • Self-Created: CamtasiaExisting videos: Khan Academy, TED, iTunes U, news sources (CNN)
  • Flipped/inverted classroom aligns with the constructivist view and approach to teaching and learning.-Learning is an active process of constructing knowledge rather than acquiring knowledge-Instruction is to support that knowledge construction process
  • Why should you consider inverting or flipping?-#1 reason, it engages the students in the learning process-Works for all subject matters-Works for all levels of courses from developmental to honors
  • To facilitate an inverted/flipped classroom is not easy. Like gears pieces have to fit and work together. So the faculty member would have to prepare the resources and design the activities. The students need to come to class prepared and ready to engage in the activities.
  • So there are two fundamental shifts.The instructor goes from transmitting knowledge to facilitated knowledge construction.The students becomes active participants in their learning process.
  • There is NO MORE hiding (for the students)!The students need to have read, viewed the new content prior to attending class as they are expected to be engaged and actively contributing throughout the class session.
  • Faculty: Survey or use publisher online homework analytic tools to determine where the students had trouble with the assignmentGroups: Homogeneous or Heterogeneous (peer tutors)
  • Project: Marketing Plan for a New ProductTeam: PresentAudience (in small groups): Role-play as “sharks” and determine whether or not they would finance the product.
  • Compare and contrast the devices of Greek, Medieval, and Japanese theater. How does the physical stage and relation of the audience influence drama? What can we detect about the culture and society that theses forms are designed for? Who is the audience and why are these forms an important part of culture.
  • Benefit or Burden: How Much is Too Much?case study: a patient who suffers from Alzheimer’s and end-stage renal disease, but she has no living will. How would you work with the patient’s next of kin if they decided to keep her on life support? What if they decide to terminate care? Explain your decisions and actions with current theories and practices.
  • Learn: Relationship between brain structure &body functionQuestion: If a patient suffered damage to the part ofthe brain you are researching, whatfunctions (speech, right side of the body,etc.) will be affected? Why?
  • Entitlements debate:medicare, social security, welfareSurvey student’s position & ask them to prepare to argue the opposite side.
  • Expect resistance from both faculty members and students as it is a “change” in the experience of teaching and learning for many of them.We’ve been working around that resistance by working with faculty members who are being trained to teach hybrid courses. Hybrid courses provides an ideal learning environment to incorporate flipped/inverted classroom. The instructors can also set the expectation of engagement from the students in classes at the beginning of the semester.
  • I Decided to 'Flip'...Now What?

    1. 1. I DECIDED TO “FLIP”….NOW WHAT? Shelley C. Kurland, Instructional Designer Deon C. Koekemoer, Instructional Technologist Center for Teaching Excellence County College of Morris
    2. 2. OBJECTIVES:• Traditional vs Inverted vs Flipped• Why?• What to do?• Resistance
    3. 3. TRADITIONAL TEACHING Sage on the Stage
    4. 4. Inverted Teaching“Inverting the classroommeans that events thathave traditionally takenplace inside the classroomnow take place outside theclassroom and vice versa”(Lage, Platt & Treglia, 2000). Retrieved from Flickr by Arenamontanus
    5. 5. RESOURCES Retrieved from Flickr by Lollyknit
    6. 6. Flipped TeachingStudents view videos ofnew content at home.Review and/or apply newcontent in class.Bergmann & Sams (2007) Retrieved from Flickr by xac
    7. 7. VIDEOS
    8. 8. SO ESSENTIALLY….Exposed to new content at home Review and/or Application in the Classroom Less Lecture in the Classroom
    9. 9. Retrieved from Flickr by avrene
    10. 10. FUNDAMENTAL CHANGES IN TEACHING & LEARNINGSage on the Stage Passive ParticipantsGuide on the Side Active Participants
    11. 11. Retrieved from Flickr by aftab
    12. 12. TARGETED TUTORING: COLLEGE ALGEBRA Retrieved from Flickr by Lower Columbia College
    13. 13. ROLE PLAY: MARKETING Retrieved from ACB.go.com
    14. 14. SUMMARIZE & DESIGN: THEATER Retrieved from Flickr by laurenz Retrieved from Flickr MariaTechnosux Retrieved from Flickr by calafellvalo
    15. 15. CASE STUDY ANALYSIS: NURSING Retrieved Flickr by Mercy Health
    16. 16. JIG-SAW: PSYCHOLOGY 3D Brain retrieved from the App Store
    17. 17. DEBATE: POLITICAL SCIENCE Retrieved Flickr by roberthuffstutter
    18. 18. Shelley C. Kurland Instructional Designer skurland@ccm.edu Deon C. KoekemoerInstructional Technologist dkoekemoer@ccm.edu
    19. 19. I DECIDED TO ‘FLIP’… NOW WHAT? Abstract Essentially, the change from Fundamental Changes inThe “flipped classroom” is one of the more tradition to ‘inverted’ or Teaching & Learningrecent teaching methods that is being ‘flipped’ classroom is:embraced by some higher education Sage on the Passiveinstitutions. It is not an easy transition for New Content at Home Stage Participantsmany educators, as it would necessitate theadjustment from the knowledge transmission +model to the knowledge construction model. Review and/or Application inDuring the face-to-face meetings in a “flipped the Classroomclassroom” educators are expected tofacilitate students’ learning through activities =that encourage active participation and Guide on the Active Less Lecture in theindividual creation of learning experiences Side Participantsfrom students. ClassroomTargeted Tutoring: College Algebra Role-Play: Marketing Case Study Analysis: Nursing Faculty: Survey or use publisher Project: Marketing Plan for a New Product Case: A patient suffers from Alzheimer’s online homework analytic tools to Team: Present and end-stage renal disease with no living determine where the students had Audience (in small groups): Role-play as will. trouble with the assignment. “sharks” and determine whether or not they Analysis: How would you work with a Groups: Homogeneous or would finance the product. patient’s next of kin if they decided to keep Heterogeneous (peer tutors) her on life support?