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The flipped classroom
- 1. Changing Spaces: Flipping theClassroom Dr Debbie Holley debbie.holley@anglia.ac.uk @debbieholley1 Department of Education Dr Helen Webster helen.webster@anglia.ac.uk @scholastic_rat Anglia Learning and Teaching Anglia Ruskin University Students enjoying writing!
- 2. What learning andteaching is taking place in this classroom?
- 3. What learning andteaching is taking place after they leave the classroom?
- 4. The problem withthe traditional classroom (with kind permission from Audrey McLaren 2012) • The Shifted Classroom
- 5. The Flipped Classroom Aform of blended learning, flipped learning reverses the traditional format of initial content delivery in class, and higher order application/exploration of concepts as homework. Teacher becomes guide on the side, not sage on the stage (James Mackenzie’s work on The Wired Classroom 1998) Creat ion Evalua tion Analysis Application Understanding Knowledge
- 6. Origins of theFlipped Classroom 2007 Jonathan Bergmann and Aaron Sams, Colorado high school Chemistry Teachers - Recording powerpoints & posting online for students who missed class Not an entirely new idea – some (esp Humanities) disciplines have long set reading before class using the book as learning technology The flipped model puts more of the responsibility for learning on the shoulders of students while giving them greater impetus to experiment. Great resource: 7 things you should know about flipped classrooms https://net.educause.edu/ir/li brary/pdf/ELI7081.pdf
- 7. ‘Flipping’ Why Flip? Student-centred: • studentscan explore new content at their own pace, and review when needed • students are active in class and responsible for own learning outside class • class time can be used to apply, explore, assess and deepen understanding, with individual attention and instant feedback on process as well as product • Students are more engaged and less anxious How to flip Software, platforms and apps for: • Content delivery • Text • Video (including screencasts, animations, etc) • Audio • Image (including visualisations, infographics etc) • Interaction with students – lower level questions Examples: drdebbieholley.com/creativity
- 8. The Learning Developer’sClassroom What is your classroom? • What type and level of learning and teaching activities take place in your ‘classroom’? • What related type and level of learning activities do (you hope) students undertake outside your classroom? • Why do these activities currently take place in these spaces? Pedagogy or technology? Who is in it? pairs/small group exercise 5 minutes
- 9. Let’s have arethink: How can the two be joined up and integrated? What type and level of learning and teaching learning development is face to face provision best reserved for? What is online provision best reserved for? How can we make it a complement rather than a duplication of face to face provision? 5minutes pairs/small group
- 10. Flipping Learning Development Provision •How flipped is the learning development ‘classroom’ already? • What would a flipped learning development classroom look like? • What are the barriers to using a flipped classroom approach in learning development work? Pairs/small groups 5 minutes
- 11. Interprofessional learning –a 3-way flip? Student’s time and space Faculty Classroom Learning Developers’ classroom How can we work with staff in faculties to help them flip their classrooms, and to flip our own so that our provision can take place in spaces beyond our own classroom? Integration and embedding… Groups/pairs present feedback Ideas shared here: http://padlet.com/wall/3 gdl8enqt9
- 12. Challenges • The DigitalDivide (Student access, skill and digital literacy) • Own time and skill • Reproducing traditional formats rather than adapting them for the flipped classroom (1 hour lecture recordings?) • Student buy-in and engagement
- 13. An example ofa Flipped Classroom A cohort of BA Primary trainee teachers anticipated difficulty and struggle in their forthcoming ‘Preparation for Research’ module, and were fearful and hostile to the tutor in the first session. Reviewing the situation it was agreed that three additional sessions would be offered to facilitate writing for their coursework. The students identified three areas of concern: • Identifying and overcoming potential barriers to completion (Collaborative collage) • ‘I can’t write’ the ‘blank page scenario’ (Speedwriting/dating) • Understanding methodological terms (methodological monsters collage/unpacking terms class) Feedback on the collaborative poster collage • Sharing ideas, working with others, peers support, guidance and assessment • Clarify research questions, identifying how to overcome barriers • Good to think about how to get started and share ideas/listening to other groups thoughts. • Everything! This session has allowed us to think realistically and create a fun and creative outcome, as well as providing the resources • Calmer about planning, this session has motivated me Feedback on speedwriting and speed-dating • Talking with other students for ideas, thinking about my next steps • Really useful, enjoyed session, discussion with others was really useful. Thank you • Feel confident to go and research! Feedback on methodology (the outside photo) • Getting clarification of 'orrible 'ology's, using the body is a great idea • Understand ontology and epistemology through activity • Makes me feel less scared about it! • This lesson has supported my knowledge of tricky words and how to use them in my work Link to VLE http://vle.anglia.ac.uk/modules/2 012/MOD003129/SEM2-A- 1/Pages/Home.aspx
- 14. Online: videocast to explaincoursework in detail Thanks to Faculty Learning Technologist Mark Miller for the online resources showcased
- 15. Online: wiki for anonymous& individual FAQs
- 16. Online: This is Lino IT http://en.linoit.com/ onlinepost-it wall to collect students questions You can also use padlet http://padlet.com
- 17. Online QuestionMark Perception •Matched with a ‘glossary’ tab on VLE, where terms were explained – this was a wiki so students could add as they found additional terms/ explanations • Random questions with choice of 4 answers – database of 20 • Open so students could try as many times as they wanted • Designed to build confidence, not text knowledge • Available ‘pre-start’ ie students had access to the whole site 2 weeks before term started
- 18. In class: Collaborative Collage tomap out progress (thanks to LD ers Pauline Ridley and Sandra Sinfield for supporting me!
- 19. In class: Visual creativegroupwork to decipher methodological terms And class doesn’t have to be inside….
- 20. In class: Speed datingsession to overcome writer’s block Thanks to these LD ers! Reid, M., Frith, L., Hill, P., Holley, D., Ridley, P., Sinfield, S. and Sentito, E. (2010). Engaging subject academics in Learning Development: Different partnerships enabled by different models of LD Panel presentation at ALDinHE, Nottingham, 29-31 March
- 21. Thank you forcoming! Any thoughts, comments, questions? Writing workshop in class (have run with 82) happy to share Interactive reading of journal article blown up to A3, shared across groups, each group summarises then works out what comes before/after Large classes – use flip chart paper on walls and do a collective themes worries/ solutions – students provide solutions Free book designed for students, by students (WriteNow Resource) http://www.writenow. ac.uk/assessmentplus/ documents/WritingEss aysAtUni-11.pdf Lots more ideas from: The ALDinHE Professional Development Working Group Conference: Look/Make/Learn: visual transformations in learning, teaching and assessment Conference in London on 28/01/2014 – link http://learning.londonmet.ac.uk/epacks/look_make_learn/