Guest Lecture for Online Learning Symposium, University of Rochester, NY USA, November 2015 YouTube link: https://youtu.be/s7_HqcEhMWY

1. Beyond the Buzz:
Transforming Instruction with the Flipped
Approach - From Lecture Hall to Seminar
HelaineW. Marshall, Ph.D.
LIU-Hudson
Flipped Learning Network
University of Rochester
Online Learning Symposium Series
November 20, 2015

2. Definition of Flipped Learning
Flipped Learning Network – FLN, 2014
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.
3/18/18

3. Flipping
Flipped Classroom Flipped Learning

4. • Eric Mazur (1997) – College classes
– “peer instruction”
• Maureen Lage, Glenn Platt & MichaelTreglia
(2000)
– “inverting the classroom”
• Jon Bergmann & Aaron Sams (2012) K-
12 classes
– “flipped learning”
Origins
3/18/18

5. Flavor of the Month?

6. • One of six technology topics featured out of master list of more than
50 tracked technologies
• Near term category,Time-to-Adoption Horizon: OneYear or Less
• Digital Strategy: using devices and software to enrich teaching and
learning, whether inside or outside of the classroom
• Innovation: transcend conventional ideas and learning activities to
create something that is new, meaningful, and 21st century
NMC Horizon Report: 2014
Higher Education Edition

7. The Flipped Classroom
Turn teaching inside out:
• Direct instruction takes place outside of class
Bloom’sTaxomony – lower levels understanding/remembering
• Practice and application take place in class
Bloom’sTaxonomy – upper levels
applying/analyzing/creating
3/18/18

8. 1. Comprehension
• Comprehensible input
from multiple sources
2. Interaction
• Meaningful interaction
with instructor and peers
3. Critical thinking skills
• Cognitively
demanding/intellectually
challenging
Supporting Learning
3/18/18

9. The Perfect Blend
Active/Deeper Learning
• Learner-driven
• Embracing learner knowledge
• Meeting immediate learner
needs
• Leading learners to
meaningful social action
and/or personal goals
(c) H.W. Marshall, Ph.D. (2014)
Flipped Learning
• Leveraging of technology
• Mastery learning
• Maximizing classroom
interaction
• Instructor “leading from
behind”
9FlipCon14 6-24-14

10. Why instructors like flipped
learning…
• Saves time
• Role shifts to facilitator
– observation
– feedback
– assessment
• Results in better
mastery by class
3/18/18

11. Why students like flipped
learning…
• Ownership of
learning
• Active in class from
start to finish
• Ongoing support
from peers and
instructor
3/18/18

12. Why the research supports flipped
learning…
• Affectively
– attendance, motivation,
participation
• Cognitively
– self-directed learning,
increase in mastery of
concepts, increase in critical
thinking
• Metacognitively
– self- assessment; awareness
of learning process3/18/18

13. Not for all?
• Not for all instructors?
• Not for all students?
• Not for all disciplines?

14. Instructional
Videos
Student
Research
In-Class
Collaboration
Observation
Feedback
Assessment
Flipp
Flipped Learning Cycle Components
ed Learning Cycle Components
(Adapted from Bergmann & Sams, 2012)3/18/18

15. Exploration
Instructional
Videos
In-Class
Collaboration
Observation
Feedback
Assessment
Flipped Learning Cycle Components
Adapted from Bergmann & Sams, 2012; Musallam, 2013.
3/18/18

16. Essential Question
FLIPPEDCONVENTIONAL
How is planning for flipped learning instruction different from conventional
planning and how do you feel about those differences?
“Instructor worries most about
covering course material in class.”
“In flipped class learning instructors are not
central figures but learning facilitators.”
“As an instructor I used to have
absolute control over everything that
happened in the classroom.”
”I think the biggest change for me is
finding/creating more projects and tasks to
help students produce and master the
material in class.”
“Content is primarily presented in-class and
application of content and exercises done
for homework out of class”
“Students gather information largely outside
of class by reading, watching recorded
lectures or listening to podcasts so they come
to class eager to participate…they apply what
they learn to new contexts.”

17. What does it require?
Macro climate
Micro climate
Provision of
support
Innovative
people/team
Vision Expertise
Carbonell KB, Daily-Hebert A, Gijselaers W. Unleashing the creative potential of faculty to create blended learning.
Internet and Higher Education; 2013.18: 29-37.
Garrison DR, Kanuka H. Blended learning: Uncovering its transformative potential in higher education. Internet and
Higher Education; 2004. 7: 95-105.

18. Three Course Contexts
• Lecture : Linguistics
• Professional Preparation : Content Methods
• Seminar: StudentTeaching

19. Linguistics Course
FLIP Components:
1. Linguistics Lecture Hall
2. Student Research
3. In-class Collaboration
4. Final Project Presentations
V

20. Purposes forVideo
• Course Procedures
• Academic Content
• Applications/Implementations

21. Two Options
Create Curate
Steven PinkerHelaine Marshall

22. FLIP – InstructionalVideos
• Instructor prepares the content & slides
• Instructor adds supports, such as guide
questions & webcam with gestures.
• Students watch video, pause, rewind, and
prepare or submit responses to questions
• Students jot down points to clarify in class
(c) H.W. Marshall, Ph.D. (2014) 22FlipCon14 6-24-14

23. How can I create my videos?
You can use software tools such as educreations, draw it, SMARTrecorder,
standard video, and more…
Educreations
SMARTrecorder
Video camera
Camtasia

24. InstructionalVideos
Interactive Lectures Outside of Class
V
I like that the lectures can be watched at my own leisure, paused and rewound, and that
the class is more work activities and discussion. I would definitely keep the flipped
classroom.

25. Recording Studio Components
(c) H.W. Marshall, Ph.D. (2014) 25FlipCon14 6-24-14

26. 3/18/18
Steven Pinker:
Language as a Window to the Brain
Phonetics Website
Blackboard
Peer posting of links to checkout
W
E
B

27. < 30% correct
revisit
concept
> 70% correct
Stoltzfus (2014) Adapted from Mazur

28. OurTextbooks
Linguistics for Everyone
Learner English

29. Student Research
There’s more take away with the poster-making and collaborations.
In class interaction …gives us an opportunity to flesh out ideas and concepts we
hear in the lecture and clarify misunderstandings.

30. In-Class Interaction
& Collaboration
• Review, clarify, and expand material in the video &
textbook
• Share ideas & brainstorm on related topics in chat, on
whiteboards, and orally
• Conduct group activities to apply and practice material
in main meeting room and breakout rooms
(c) H.W. Marshall, Ph.D. (2014) 30FlipCon14 6-24-14

31. Key Questions and Charts
“You’re held accountable, so you have to come [to class] ready to contribute.”

32. Observation-Feedback-Assessment
Peer Instruction
“I like…working with other brains in the room, using people’s strengths,
learning about each other and how we think.”

33. In-Class Collaboration
A truly constructivist learning experience with
students being active participants instead of
passive recipients of learning

34. In-Class Collaboration
Making PostersTogether
I like the way all the class activities are really interactive, hands-on and
student-oriented… I’m a hands-on learner.

35. “Leading from Behind”on –
Feedback – Assessment
Guide oOn the side (King 1993)
3/18/18
Here I am!
Although she's not at the head of the classroom most of the time, she's what I'd call
"leading from behind“ – a role I wish more teachers would undertake. If they knew that
leading from behind didn't mean a loss of their control or importance, more teachers
would be willing to try the flipped classroom.

36. Presenting on
Russian
Presenting on
Portuguese
When people do presentations , you get another perspective other than the teacher’s.

37. Final Project: Students Making
InstructionalVideos,Too!
Presenting on Farsi
with puppet “Charlie”
“We’re working with content instead of just talking so we’re
engaged and it reinforced material.”

38. 3/18/18
The Wonder Wall
A student-constructed space for ongoing peer interaction
without the teacher as intermediary

39. 3/18/18
360 Degree View of the Classroom

40. I personally like this flip classroom so far. I can spend my time
study as much as I want and flip classroom makes my
study livelier. Reading text book alone can be bored some
time. As…English learner…, I have some difficulties catching
something in class. Flip classroom helps me a lot. However, I
still like to go to class and have real conversation with Dr. M
and my classmates.
Nattasiri fromThailand
Quote from student
on flipped learning

41. F
E
E
D
B
A
C
K
üComments Blog
üAnonymous Interviews
üStudent Questionnaire
üCourse Evaluation
M
A
S
T
E
R
Y
üIn-class Exercises
üIn-class Presentations
üIn-class Midterm Exam
üTake-home Final Exam

42. Assessment: Instructional Designer
} (1) A truly constructivist learning experience with students
being active participants instead of passive recipients of
learning
} (2) A real learning community with students showing great
regard for each other, helping each other, prompting each
other, asking each other questions, and building upon the
work of each student
} (3) A multi-media experience with use of SmartBoard, Skype,
audio, and use of a camera
} (4) A physical space that was utterly dynamic, with the
teacher standing at the back while students lead the
discussions

43. Strongly
agree
Agree Neither
agree nor
disagree
Disagree Strongly
Disagree
I prefer this class structure (flipped classroom) to a traditional class structure.

44. Challenge & Engagement Index (CEI)
6.6 (lowest =1; highest = 7)

45. Challenge & Engagement Index (CEI)
6.5 (lowest =1; highest = 7)

46. From the Students
• “In-class exercises and peer interaction. I think we learn more by talking to each
other.”
• “I like hands-on, working with other brains in the room, using people’s strengths,
learning about each other and how we think.”
• “Activities in class (individual, small group, and large group) because we’re
working with content instead of just talking, so we’re engaged and it reinforces
material.”
• “Class activities as well as assignments - examples, activities, and assignments –
actually doing instead of listening.”

47. Students expressed enthusiasm about:
Ø the freedom to set their own pace for viewing & absorbing video content
Ø being able to come to class prepared and with questions
Ø having help in class while doing problems
Ø the opportunity for active learning rather than passive listening.
Computer Science
START OF
SEMESTER
END OF
SEMESTER
Attitude towards flipped
approach
42% STRONGLY
POSITIVE
61%
STRONGLY
POSITIVE
Preferred flipped over
traditional lecture/lab
71% 95%
Sarawagi (2014)

48. • Helping with course organization, i.e. posting
objectives of each session & reviewing
afterwards.
• Students missing class can find out what
happened.
• Reaching ALL students, especially those who
need special assistance and accommodation.
Major Benefits?

49. F
L
I
P
Flexible Environments
Learning Culture
Intentional Content
Professional Educator

50. • Start small.
• Work with an Instructional Designer.
• Be prepared to have more interaction with the
students.
• Be brave and encouraged. It is for improving
instruction.
Tips for faculty considering flipping?
Yildiz (2014)

51. More about Flipped Learning?
Katie Gimbar’s FIZZYouTubeVideos bit.ly/gimbar-flip
Flipped Learning Network (FLN) flippedlearning.org
Dan Spencer’s ResourcesWebpage bit.ly/spencer-flip
3/18/18

52. 3/18/18
So…FLIP IT!!!

53. (c) H.W. Marshall, Ph.D. (2014) 53FlipCon14 6-24-14