This document discusses flipped learning, which involves moving direct instruction outside of the group learning space through videos and other individual activities. This frees up class time for interactive learning and application of concepts. The document provides:
1) A definition of flipped learning from the Flipped Learning Network.
2) An overview of the history and key components of flipped learning, including instructional videos for homework and active learning activities in class.
3) Examples of how flipped learning has been implemented successfully in various courses, focusing on increased interaction, engagement, and mastery of concepts. Students and instructors generally expressed positive views of the approach.
Leveraging D2L to Create an Online Learning CommunityD2L Barry
Leveraging D2L to Create an Online Learning Community to Empower and Connect Learners and Faculty (11am–11:45am ET)
Presenter: Stacy Southerland, PhD, University of Central Oklahoma
D2L Connection: Worldwide Edition
Wednesday, January 8, 2020
Totally Online
E-Learning Development Team Lunchtime Webinar (2 November 2015, University of York). This presentation explores concepts of flipped classroom / flipped learning design. Drawing upon literature for definitions and case studies of different learning design models. This 'design' presentation will be followed up with technical advice later in the year. The intended audience is higher education lecturers.
Seven Principles of Effective Teaching OnlineGeoff Cain
This is an online learning presentation of the seven principles of effective teaching by Chickering. We explore the questions of whether there is a real difference in face-to-face and online teaching and how we implement these principles.
Small Signposts: Small Practices that Make a Big Impact for Instructors and S...D2L Barry
Small Signposts: Small Practices that Make a Big Impact for Instructors and Students (2pm–2:20pm ET)
Presenter: Pam Whitehouse, Tennessee Board of Regents
D2L Connection: Worldwide Edition
Wednesday, January 8, 2020
Totally Online
Leveraging D2L to Create an Online Learning CommunityD2L Barry
Leveraging D2L to Create an Online Learning Community to Empower and Connect Learners and Faculty (11am–11:45am ET)
Presenter: Stacy Southerland, PhD, University of Central Oklahoma
D2L Connection: Worldwide Edition
Wednesday, January 8, 2020
Totally Online
E-Learning Development Team Lunchtime Webinar (2 November 2015, University of York). This presentation explores concepts of flipped classroom / flipped learning design. Drawing upon literature for definitions and case studies of different learning design models. This 'design' presentation will be followed up with technical advice later in the year. The intended audience is higher education lecturers.
Seven Principles of Effective Teaching OnlineGeoff Cain
This is an online learning presentation of the seven principles of effective teaching by Chickering. We explore the questions of whether there is a real difference in face-to-face and online teaching and how we implement these principles.
Small Signposts: Small Practices that Make a Big Impact for Instructors and S...D2L Barry
Small Signposts: Small Practices that Make a Big Impact for Instructors and Students (2pm–2:20pm ET)
Presenter: Pam Whitehouse, Tennessee Board of Regents
D2L Connection: Worldwide Edition
Wednesday, January 8, 2020
Totally Online
Using the Adobe Connect Pro Virtual Classroom, the presenter demonstrates how to set up an effective, user-friendly and cognitively demanding flipped learning environment for a university online course meeting synchronously on a weekly basis. Out-of-class components include chapter readings with mastery-based quizzes and recorded lectures with embedded guide questions and challenge problems. In-class components include collaborative whiteboard activities, breakout room group tasks, student-led discussions with Q&A in chat and audio; and a reflection page. All student-produced material is captured and posted to the CMS and each Adobe class session is recorded for later review by students.
iNACOL Webinar: Blended Learning Program EvaluationiNACOL
This webinar focused on current practices for evaluating program effectiveness, the evaluation tools in use and how blended learning schools analyze multiple sources of data to understand program success. Presenters will lead a discussion of important considerations around the ongoing formative data collected to inform teachers and administrators about what contributes to student success in online courses. The panelists will explore how their programs approach collection of data and what methodology they use to organize and present data for school or district leaders.
Speakers:
Ernie Silva, Director of External Affairs, SIATech
Elizabeth Hessom, Director of Education Services, SIATech
Mary Esselman, Deputy Chancellor, Instructional Support & Educational Accountability Education Achievement Authority of Michigan
A Workshop provided to the Singapore Institute of Management, on 25 August 2021.
Abstract: Technology has changed the way we now teach, particularly as we have now moved much of our teaching online. But that poses some challenges for us, as many of us know how to teach in a face-to-face mode, but it’s not the same when we move online. At least it shouldn’t be, as there is so much more we can do to make it better for our students. This workshop looks at how lecturers can decide on which tools to use when looking to enhance their teaching with technology. Which means, it is about choosing the best teaching techniques within the context of your technology environment. Essentially it is looking to engage students through active, collaborative and authentic learning experiences and choosing the corresponding technology tools to match.
iNACOL Webinar: A Day in the Life of a Blended Learning TeacheriNACOL
Blended learning teachers will share what a "normal day" looks like in their classrooms. These teachers have all taught in a blended classroom and will specifically focus on how they use student data on a daily basis to personalize learning for students, the variety of technologies they use to provide students multiple ways to access the content, and the way their classrooms are arranged to better facilitate a student-centered classroom. Join this webinar to learn what a blended learning classroom really looks like.
Speakers:
Alex Paraskevaides, Lead Blended Learning and Science Teacher, 7th Grade, Mott Hall V, New York City
Haley Hart, PASE Prep Academy Science Teacher, Southeastern High School, Educational Achievement Authority, Detroit
Using the Adobe Connect Pro Virtual Classroom, the presenter demonstrates how to set up an effective, user-friendly and cognitively demanding flipped learning environment for a university online course meeting synchronously on a weekly basis. Out-of-class components include chapter readings with mastery-based quizzes and recorded lectures with embedded guide questions and challenge problems. In-class components include collaborative whiteboard activities, breakout room group tasks, student-led discussions with Q&A in chat and audio; and a reflection page. All student-produced material is captured and posted to the CMS and each Adobe class session is recorded for later review by students.
iNACOL Webinar: Blended Learning Program EvaluationiNACOL
This webinar focused on current practices for evaluating program effectiveness, the evaluation tools in use and how blended learning schools analyze multiple sources of data to understand program success. Presenters will lead a discussion of important considerations around the ongoing formative data collected to inform teachers and administrators about what contributes to student success in online courses. The panelists will explore how their programs approach collection of data and what methodology they use to organize and present data for school or district leaders.
Speakers:
Ernie Silva, Director of External Affairs, SIATech
Elizabeth Hessom, Director of Education Services, SIATech
Mary Esselman, Deputy Chancellor, Instructional Support & Educational Accountability Education Achievement Authority of Michigan
A Workshop provided to the Singapore Institute of Management, on 25 August 2021.
Abstract: Technology has changed the way we now teach, particularly as we have now moved much of our teaching online. But that poses some challenges for us, as many of us know how to teach in a face-to-face mode, but it’s not the same when we move online. At least it shouldn’t be, as there is so much more we can do to make it better for our students. This workshop looks at how lecturers can decide on which tools to use when looking to enhance their teaching with technology. Which means, it is about choosing the best teaching techniques within the context of your technology environment. Essentially it is looking to engage students through active, collaborative and authentic learning experiences and choosing the corresponding technology tools to match.
iNACOL Webinar: A Day in the Life of a Blended Learning TeacheriNACOL
Blended learning teachers will share what a "normal day" looks like in their classrooms. These teachers have all taught in a blended classroom and will specifically focus on how they use student data on a daily basis to personalize learning for students, the variety of technologies they use to provide students multiple ways to access the content, and the way their classrooms are arranged to better facilitate a student-centered classroom. Join this webinar to learn what a blended learning classroom really looks like.
Speakers:
Alex Paraskevaides, Lead Blended Learning and Science Teacher, 7th Grade, Mott Hall V, New York City
Haley Hart, PASE Prep Academy Science Teacher, Southeastern High School, Educational Achievement Authority, Detroit
Building Performance and Global Excellence in Independent and International S...Fiona McVitie
Operating within an increasingly competitive international education landscape, institutions and schools are striving to deliver greater value and better quality education as a priority. Private and international schools need to develop a culture of deliberate, targeted and intentional school improvement to ensure continuous and sustainable progress is made. Dr Phil Cummins will share effective techniques and tips on managing and lifting performance for your school. This practical and interactive session will cover:
• Defining performance: Context, concepts, frameworks, processes
• Understanding individual performance: Appraisal, evaluation, feedback, goal-setting
• Building individual and team performance: Coaching for success
• Building whole school performance: Managing organisational change and learning
The Intersection between Professor Expectations and Student Interpretations o...Melanie Parlette-Stewart
Numerous studies exist on how and to what extent course instructors in higher education are embedding or directly teaching writing, learning and research skills in their courses (Cilliers, 2011; Crosthwaite et al., 2006; and Mager and Sproken-Smith, 2014). Yet, disparity within the literature demonstrates that there is no consistent approach to the scaffolded development of these necessary skills within courses, programs, disciplines, or across disciplines. Preliminary research has also revealed that professor communication of expected or required student skills is often limited or unclear (McGuinnes, 2006).
Through a collaborative research project at the University of Guelph, we employed a multidisciplinary and multi-skill approach to explore the intersection between professor articulation and student interpretation of academic skills. Through this research, we have identified that, in the teaching and learning in third year university courses, discrepancies exist
a. between the learning, writing and research skills professors expect students to possess and the skills students think they possess when they enter the course;
b. in professor articulation of skills they will teach in their course and which skills they expect students to develop outside of class time;
c. in the skills students seek to develop based on their interpretation of the course outline; and
d. in students’ ability to identify necessary skills before and after taking these courses.
Based on these findings, we recommend that a curriculum-based approach to understanding the skill development needs of students can assist in bridging the gap between professor expectations and student interpretations of skill requirements.
Throughout this research presentation, we will present an overview of our research project; present our key findings; offer initial interpretations on student understandings of course outlines; demonstrate the value of cross-unit and cross-departmental collaborations; and offer recommendations and potential areas for further research. After our presentation, we will welcome dialogue and questions.
Frameworks for teacher training sessions and workshops pdfBrionyBeaven
The one-off teacher training workshop or seminar continues to thrive for practical and organisational reasons despite widely acknowledged limitations. We will consider ways of overcoming some of the drawbacks and of avoiding an unprincipled, ad hoc approach to such events. Four traditions of teacher training will be surveyed and related to practical frameworks for use when planning workshops or seminars.
Reframing the Conversation: From Achievement Gap to Cultural Dissonance, NYSA...Helaine W. Marshall
Creating Fertile Spaces for multilingual, multicultural learners by implementing culturally responsive instruction using the Mutually Adaptive Learning Paradigm®.
TESOL presentation on the Mutually Adaptive Learning Paradigm® - culturally responsive teaching model that can be infused into ANY curriculum. Mantra is: "Create Fertile Spaces" - Marshall 2015
Reframing the Conversation: From Achievement Gap to Cultural DissonanceHelaine W. Marshall
Association of Teacher Educators Annual Conference, 2015: Advocating for the Silenced: The Educators’ Vocation. This presentation describes a culturally responsive teaching model that addresses three hallmarks of US mainstream classrooms that serve as "deal breakers" for many struggling English learners.
PPT from Workshop on Students with Limited or Interrupted Formal Education (SLIFE). HW Marshall/A DeCapua; sponsored by Regional Bilingual Education Resource Network for Hudson Valley, NY. Hosted by LIU-Hudson.
Equity pedagogy through culturally responsive teaching with MALP - Mutually A...Helaine W. Marshall
The Mutually Adaptive Learning Paradigm (MALP) is a formula for change in the schools to provide struggling learners with equity pedagogy through a culturally responsive teaching model that is based on addressing the three hallmarks/deal breakers of the classroom: promise of future reward, the individual hand raise, and standardized testing. MALP gives teachers a framework for instruction that is mutually adaptive. To learn more - view the slide presentation.
The presentation discusses three reasons to flip your blended classroom and presents in detail the components of a flipped linguistics class at the graduate level for pre-service ESL teachers.
Presentation on the flipped classroom for English Language Learners. TESOL Dallas 2013.
Three reasons: increased comprehension, increased interaction, increased critical thinking. Flip cycle components: (1) instructional videos; (2) in-class collaboration; and (3) observation/feedback/assessment - by both teacher and learners. Presenter: Helaine W. Marshall
Three instructional guidelines for struggling adolescent and adult EllsHelaine W. Marshall
Introduces an instructional model in which both teachers and learners adapt to the learning paradigm of the other: A Mutually Adaptive Learning Paradigm. DeCapua and Marshall (2010).
Designed for L2 learners who continue to struggle despite other interventions on their behalf.
ELLs with limited prior schooling: Six instructional guidelines co-tesol 2011Helaine W. Marshall
Mutually Adaptive Learning Paradigm (MALP) Project
Detailed description of one MALP project: Class Collections, showing the MALP Checklist and how it is used to analyze a project for SLIFE: students with limited or interrupted formal education
Preparing educators to teach students with limited/interrupted formal educati...Helaine W. Marshall
Teachers often feel unprepared to address the learning needs of ELLs with limited/interrupted formal education, especially at the secondary level. To help them, we developed a checklist with criteria for the effective instruction of these students. We demonstrate our use of this checklist with ESL math and social studies teachers.
Designing projects for ELLs with Limited/Interrupted Formal EducationHelaine W. Marshall
We provide and discuss essential criteria for designing class projects to promote the language acquisition, content-knowledge development, literacy skills, and critical thinking skills of ELLs with limited or interrupted education. We demonstrate how to use these criteria and provide a checklist for teachers to use in preparing their own materials.
Addressing the Cultural Dissonance of ELLs with Limited Formal EducationHelaine W. Marshall
We identify salient cultural differences between individualistic and collectivistic cultures. Within this context, we examine the priorities of North American mainstream educators and those of ELLs with limited or interrupted schooling and consider how educators can establish pathways to culturally new ways of learning for this subpopulation of ELLs.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Online Learning Symposium Series - Beyond the Buzz: Transforming Instruction with the Flipped Approach - From Lecture Hall to Seminar
Friday, November 20, 2015
12 – 1 p.m.
Genrich-Rusling Room, LeChase Hall
Presented by Dr. Helaine Marshall, Associate Professor of Education at Long Island University and Board of Directors for the Flipped Learning Network
Lunch will be provided.
First of all, there is NO ONE flipped classroom or flipped learning. There are many ways to to this and many versions of it.
Nevertheless, it is possible to define flipped learning in a general way so that everyone can base their work on a common understanding.
At the Flipped Learning Network we have come up with a formal definition we can look at here:
READ IT:
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.
SMC done already OMIT
[Notice the term is flipped learning, not flipped classroom – the Network makes a distinction between the two. Let’s take a look at that now.]
The flipped classroom simply means your direct teaching happens at home and the homework happens in school. This doesn’t change the learning dynamics and is just a switch–as the diagram shows.
Instead flipped learning requires that you leverage the switch you have implemented in order to make both the in-class and out-of-class more engaging.
We emphasize the collaborative activities and project-based learning that can take place and, we argue, should take place instead of simply doing the “homework in class.” Discussed on the handout.
In 1997, in “Peer Instruction: A User’s Manual,” Eric Mazur wrote about moving information coverage out of the classroom by requiring students to read before class:
“the key point is to get students to do part of the work ahead of the lecture” (p.22)…”I require students to read the text book and my lecture notes before coming to class” and my “lectures elaborate on the reading, address potential difficulties, deepen understanding, build confidence, and add additional examples” (p. 10).
[Eric was using multimedia in the form of animations and videos to help physics students learn better as early as 1988. He developed a computer program called the Essence of Physics, which encouraged students to interact with multimedia outside and inside of class.]
Now “peer instruction” really means even in large lecture halls that students will respond (as you just did to my question). I modeled the technique.
Maureen Lage, Glenn Platt, and Michael Treglia (2000) article“Inverting the Classroom” A Gateway to Creating an Inclusive Learning Environment.” state: “Inverting the classroom means that events that traditionally taken place inside the classroom now take place outside the classroom and vice versa…the use of the World Wide Web and multimedia computers enables students to view lectures either in computer labs or at home, whereas homework assignments can be done in class, in groups” (p. 32). This is the basic switch – but now it has moved beyond this point.
Bergmann and Sams began flipping their classes in a high school chemistry department in 2006. Bergmann and Sams began with what they now call “ the traditional flipped classroom.”
Students view pre-recorded lectures online (and they give some training to students on how to do this well), often called screencasts or lecture captures. Teachers use software to capture their lectures and then make those videos available to their students. Students then watch the lectures before class.
Students and teachers spend a few minutes going over questions about the online lecture in class, and then spend the remainder of the class period doing guided homework problems (i.e. homework in class and lectures at home).
They don’t use this model anymore, they used a more advanced version the mastery learning approach – essentially differentiating what goes on in class so each student works at an appropriate pace and level.
More recently, they have also distinguished between the flipped classroom and flipped learning – emphasizing the collaborative activities and project-based learning that can take place and, they argue, should take place instead of simply doing the “homework in class.” Discussed on the handout.
So is this the flavor of the month? The proverbial bandwagon?
I teach methods, so I always tell my students when something new comes along, ask yourself these three questions:
What might appeal to teachers?
What might appeal to learners?
And How does it mesh with what we know from theory and research on education?
So this approach has been on the radar in K-12 instruction, especially in math and science for at least 5 years now. This year, for the first time, it has been noted as a major trend in higher education. The primary source for trends in technology come out of the Horizon Report. This year’s report …. Read slide:
VERY IMPORTANT TO NOTE: READ 3rd BULLET - Digital strategies are not so much technologies as they are ways of using devices and software to enrich teaching and learning, whether inside or outside of the classroom.
These strategies are considered an innovation when they transcend conventional ideas and learning activities to create something that is new, meaningful, and 21st century.
The way I describe flipped learning in one simple phrase is :
Best practices made possible by leveraging technology to create more robust instruction.
As they say –no one way to flip. There are many different types and ways to implement the concept, but in general, they all include this basic principle:
Direct instruction takes place out of class
Application and practice take place in class
So if we think in terms of Bloom’s Taxonomy: levels of cognitive processing
Lower order to higher order thinking
It is an upside down implementation of Bloom. This is very important for teacher education because we want our trainees to be working with their students on all levels of Bloom
We move the lower levels of Bloom to outside of the class – the understanding and the remembering
With each student taking the time they need to master the concepts
We then can focus exclusively in class on the upper levels of Bloom,
The applying, analyzing, and the creating
The flip concept combines the traditional classroom and technology in a beneficial way positive learning environment.
So I wanted to give us some food for thought about what we could look at for our field:
1- comprehension – control input and get just-in-time feedback
Note on videos: If you have heard of the flip –You think of videos – well yes, but it is not about the videos. People who flip like to say that the most important question to ask is, What is the best use of class time? For English learners it is equally about the videos and the in-class portion.
Comprehensible input from multiple sources – both the out-of-class and the in-class inputs are comprehensible. Comprehension: they get to pause rewind and keep going until they get it; in class they get immediate feedback and assistance until they get it
Flipping a class enables students to learn at their own pace and in their own time frame as they view the lessons on video, thereby increasing their comprehension.
2- interaction – develop proficiency by interacting
Meaningful interaction with instructor and peers, which we know increases L2 proficiency
Interaction: instead of teacher front – all time is with others interacting – no sitting there off task, down time
It also increases the interaction among students and with the instructor as class time was freed for application of course concepts. You have already presented a lesson – they come in ready to apply it and work with others.
3- critical thinking – higher levels of Bloom – in-class – Cognitively demanding/intellectually challenging
so upside down model of Bloom’s Taxonomy
So this is a start as to why we might find FL effective for our students
Thinking skills: managing the videos and resources and deciding when they get it; in class – getting help and helping others ; being asked higher order tasks and questions by teacher and peers
Finally, it places responsibility on the students to manage learning, resulting in development of critical thinking. This last one is really important because instead of coming to class as passive – I am here – teach me.
We are all in higher education so we are teaching a different population than the K-12 teachers. I like to begin by referencing Auerbach and Freire, whose work has focused on the needs of learners and meaningful social interaction.
Keeping in mind this framework, we’ve created what I call the Perfect Blend of those ideas and Flipped Learning!
First, from Auerbach and Freire we have some basic principles of pedagogy and curriculum that are probably very familiar to you:
Lessons should be learner driven and embrace their funds of knowledge
Lessons should meet immediate learner needs in ways that lead them to meaningful social action or personal goals
Next, from Flipped Learning – we add the following possibilities to enhance learning and instruction:
We leverage the power of technology;
We enable mastery learning so that each student can reach their individual potential; We maximize the time in class devoted to interaction
And
We shift the role of instructor from leader up front to leading from behind.
First for the teacher:
TIME: A major benefit for teachers is to save time. Now that the lesson delivery is no longer taking class time, we have time to do more. We are all feeling crunched in getting through what we need to in our curriculum.
ROLE: Next, our role changes from delivering information to 3 major activities: observation, feedback and assessment. We can see who is getting what more readily as we observe our students in class and give them immediate feedback. We can informally assess them and then stop class to clarify something that everyone is having difficulty with.
RESULTS: Finally, better results: we see more learner engagement and more progress, so we feel we are accomplishing more.
More in-class engagement; learners are more active – lessons do not begin with the instructor up front starting class.
So how about the students?
Well – the flip side of seeing students engaged is the student view: BEING engaged!
NOT PASSIVE:
Ownership of their learning
At home: They control the lesson Individualized – learning at their own pace – faster or slower – using their preferred learning methods
In-class: They jump right in when they enter class
not passive but active learners in doing the tasks
SUPPORT:
Rather than struggle at home – they are getting help when they need it – from peers and instructor in real time
A lot of Collaboration and peer feedback
So what does the research say –
the affective and the cognitive and the metacognitive
Studies on flipped learning results show:
Affectively
Increase in motivation
Increase in attendance
Increase in participation
Cognitively Increase in self-directed learning and self-assessment
Increase in mastery of concepts
Increase in critical and original thinking
Metacognitively
Students are thinking more about their learning, their strategies for learning, their mastery of the material – they are deciding when they need more and when the have it down.
Instead of teacher saying: Do you get it?
Students say, Do I get it? (metacognitive)
All of which we look for in educational success and academic achievement
Many models of the flip, as I mentioned earlier. This is the model I have developed. Especially designed for college level flipping. The two basic elements of all flipped classrooms are here: Instructional videos – outside of class and collaborative activities in class. In this model , I have added two other components: Student Research and Observation/Feedback/Assessment . These four Flipped components work like a cycle:
First: instructional videos If you have heard of the flip –You think of videos – well yes, but it is not about the videos. People who flip like to say that the most important question to ask is, What is the best use of class time?
Next: student research – these are short assignments – they involve choices that students make to briefly investigate something – from the video or textbook to share with the class – not long-term research project
Then: in-class collaboration. This consists of activities they do together in class. Often there is class and then some group work. In this model, they collaborate with each other to do activities that would have been assigned at home.
Finally: observe/feedback/assessment - These are the key roles of the instructor– and in some cases the learners also. Instead of being up delivering instruction, the teacher can observe the learners. And feedback is peer and instructor – immediate and timely. Then assessing in real time to plan the next instructional segments.
FIRST, I recorded weekly lecture presentations in Adobe Connect with webcam, interactive slides, SmartBoard integration through screen sharing, and guide questions alongside.
RESEARCH: NEXT, for each class session, students had to prepare an activity or respond to a challenge question based on the material introduced in the online lecture. One such activity consisted of poster presentations for the classroom walls, which are included in this presentation. They also read the assigned text.
IN CLASS – In-class, we worked together through linguistics exercises and problem solving activities as whole class, groups, and individuals – with immediate feedback, from both peers and the instructor.
FINAL PROJECT: The final project was to design their own recorded mini-lectures in Adobe Connect or, alternatively, to design a web-based poster in Glogster, or a digitized in-class wall poster, and to post a link to the group wiki, to teach each other concepts they had individually researched. Each student had selected a language to analyze using the tools of linguistics that had been applied in the course.
OVERALL: The elements of this flipped course worked synergistically and developed over time so that by the end of the semester, the students were acting independently of me and making group decisions about how to work through the material.
Many models of the flip, as I mentioned earlier. This is the model I have developed based on the work of Bergmann, Sams, and Musallam. Flipped elements work like a cycle:
First: Exploration: First as a class you introduce the lesson with a situation presented through a document, a photo, a story, a scenario, artwork, or a problem. Identify the issues and how it relates to what students are learning about; what they already know about it and then together decide what still needs to be learned before they can move forward.
Next : Instructional videos . If you have heard of the flip –You think of videos – well yes, but it is not about the videos. People who flip like to say that the most important question to ask is, What is the best use of class time? For English learners it is equally about the videos and the in-class portion. There are different types of videos for different purposes – will explain.
The whole point is to move students from passive to active and the video gets you out of the way so they can learn.
Next: In-class collaboration. This consists of activities they do together in class. Often there is class and then some group work. In this model, they collaborate with each other to do activities that would have been assigned at home. Three types of activities – will explain.
Finally: observe/feedback/assessment - These are the key roles of the teacher – and in some cases the learners also. Instead of being up delivering instruction, the teacher can observe the learners. And feedback is peer and instructor – immediate and timely. Then assessing in real time to plan the next instructional segments.
When they are ready, students return to the original exploration and together, or in pairs, or even individually – they find solutions based on what they have learned both out of class and in class.
Here are some statements that show how teachers responded to our question in the EVO – Electronic Village Online – Flipped Learning Session. We will be presenting more of this session tomorrow here in the EV.
Read through them.
I think these statements get to the heart of what flipping means.
VIDEOS: FIRST, I recorded weekly lecture presentations in Adobe Connect with webcam, interactive slides, SmartBoard integration through screen sharing, and guide questions alongside.
RESEARCH: NEXT, for each class session, students had to prepare an activity or respond to a challenge question based on the material introduced in the online lecture. One such activity consisted of poster presentations for the classroom walls (you will see these shortly} They also read the assigned text.
IN CLASS – In-class, we worked together through linguistics exercises and problem solving activities as whole class, groups, and individuals – with immediate feedback, from both peers and the instructor.
FINAL PROJECT: The final project was to design their own recorded mini-lectures in Adobe Connect or, alternatively, to design a web-based poster in Glogster, or a digitized in-class wall poster, and to post a link to the group wiki, to teach each other concepts they had individually researched. Each student had selected a language to analyze - using the tools of linguistics that had been applied in the course.
OVERALL: The elements of this flipped course worked synergistically and developed over time so that by the end of the semester, the students were acting independently of me and making group decisions about how to work through the material.
CLIPS – Here is a clip from one of the lectures. Morphophonemics
Set up: webcam/key questions to follow/ ppt
How I began each lecture – welcome and cartoon
Modeling by me – see me
Time for them to think, not just telling
Tell them to pause – remind them
Give them hints – transcription – just like in class
Announce next slide with answers – prepare them
How I ended each lecture – challenge question and next considerations
Show? 27 and 31
KRISTIN: Now I will hand it over to Kristin – to take you on her journey!
HWM
Instructor prepares the background information for the out-of-class presentation that will assist learners in responding to the code with ideas and solutions.
Instructor provides supports, such as guide questions, key vocabulary, and webcam with gestures.
Students watch the pre-recorded lesson video at on their own time, pausing, rewinding, and preparing responses to the guide questions
One important aspect of the flipped classroom is the fact that the lectures are done outside of class. But they are not simply lectures in that students were listening passively and taking notes.
As you see here, I used the webcam and below that put up a list of key questions that paralleled the material. The students were responsible for being able to answer those questions based on the lecture. The third element was the PowerPoint. Here is a taste of what I did during these interactive lecture presentations: VIDEO CLIPS
As you could see from the clips of this lecture, its a very interactive process. The lectures are like a verbal workbook, in that I was giving guidance and instruction while the students were doing the work.
I then posted three things onto our online platform:
1- the recording of the lecture – with all video/audio included
2- the PowerPoint slides as a pdf for review and study
3- key questions from lecture – to check they were prepared with responses
Students reacted very positively to these lectures. One student even noted that she watched with her boyfriend and they did the exercises together. See the quote – slides have quotes from qualitative data.
As the quote at the bottom of the slide says, the lectures can be paused and rewound. The students found this very important because the material was new to them and often they would want to go back and listen again to what I had said. It was important when studying their notes before the exams. They were able to go back and listen to the lecture if they were not completely sure of the content.
Also, there was a sense of pressure to watch the videos. They would have to be prepared for class, because all of their classmates were. If they were “the weak link” in the group they felt it. They wanted to watch the video so they wouldn’t look unprepared in front of their classmates. The lectures helped to facilitate an environment of active learning, because of their interactivity, their accessibility and the peer pressure that was created during the class exercises.
What if not watch them – big question everyone asks – well
1-Can’t be boring – just like class!! Must engage them.
2-They must be taught how to watch them –model it with them first time –use think alouds and show them literally what you expect them to do with the video – it’s not a passive “watching” activity.
3- If they don’t – not be judgmental – they watch in the lab and miss the class or try and follow – but they soon realize they really need to watch
Past question was – OK make videos , now what – last year at TTI. So now, will focus rest of presentation on the other components of the cycle.
Here is the link to the entire lecture on Morphophonemics from the Linguistics Lecture Hall, LIU Hudson, Spring 2012: http://liu.adobeconnect.com/p9hqv1foucg/
VIDEO in GENERAL
The most important thing of this flipped classroom is the video. We were assigned to watch one or more videos each week before going to class. The fact that I can watch video at home is really a benefit to me. As an English learner, I have difficulty listening to what my teacher says in class sometimes. I was too scared and embarrassed to ask the teacher to repeat what I couldn’t catch up again. So watching the video at home made me feel more comfortable. I can watch as many times as I want. Some videos I watched for five times. I didn’t feel bad doing it because I’m the only one doing it. I don’t have to be scared if I’m going to interrupt the class’ flow. I can pause and take note and then play again.
GUIDE QUESTIONS
On the video the teacher makes some guide questions for the chapter in a little box on the left. These guide questions are really helpful for me. I usually read guide questions before start watching the lecture. I tried to answer those questions in mind to test if I understand them right or see if I already knew those things. Since one video contains a lot of content, guide questions are useful for me. From reading those questions made me know where to focus on the video. So that I can repeat watching that part again.
MAIN SECTION
The video is very interactive. I didn’t only watch lecture video at home, but I interacted with the video too. We have a textbook to read along with the video. I usually watched the video before reading the textbook because the textbook contains a lot of content. Watching video makes me know where to focus in textbook. Main ideas from the video can be found in the textbook which explains more about them. I could see the clearer picture of what I was studying in the video after I read textbook. The teacher would ask questions from time to time in the video to make us think if we really understand what she is talking about. Sometimes I had to pause to think first and then played it again. Some chapter we have to pronounce the sounds. The teacher encouraged us in the video to pronounce those sounds with her. It’s really fun to see the teacher expression and the shape of her mouth when she makes different sounds. It’s really working to do whatever she asked us to do in the video. When we were in class, we could produce those sounds correctly.
WEBCAM
By watching the video, some may think that it can be boring. There are a lot of lecture video like this on many internet sources these day. The thing that kept my attention is my teacher’s webcam on the video. Since I know my teacher, the video is more interesting to see her teaching me on the video at home. I can see her face expression all the time that I watch the video. If she emphasizes something on the lecture, she would get so exciting. And that makes me know that I should be more focus on that thing. Seeing only text may not make me feel this way. It could be very boring lecture. Moreover, watching the video at home can make family gather together. Parents may be able to see what my teacher looks like. I watched the video at home and was interacting with the video and my friend came over to see who I was talking with. He could see that it was my teacher on the video. He thinks it’s really interesting and ended up watching the video with me.
Here are the components I use when I record my lectures:
Webcam
Guide Questions
Main section
Here you see an exercise…..
Directions and then the answers are filled in and I discuss them.
Show quick clip of this.
Other than the assignments above we had to go to see the web-based works too. We watched Pinker video about how our brain works with language. The teacher also suggested us to go to see the pronunciation on each sound on the pronunciation website because it would take forever for the teacher to make a video for us to see each how each sound make. We also helped each other by posting links that we thought it would help on BB and told each other to go to see them.
STOLTZFUS – from MAZUR
Based on Mazur’s research, the sweet spot for peer discussion questions is to have 30-70% correct response on a question.
If higher than 70% of the class answers a question correctly, quickly summarize and move to the next topic.
If less than 30% answers correctly, go back and revisit the topic.
If you are between 30-70% deliver the group round and have students discuss their responses and re-enter what they feel is the correct response.
Assignment Other Than Watching Video: The first material along with the video is the textbook. I used the textbook as my secondary source. Most of the time the video is covered almost everything. I usually looked through the textbook to see what the chapter is about. Then I watched the video and got back to the textbook to read through everything again. I like the textbook because it goes along with the video with more content. It makes me understand clearer in depth. I usually marked the textbook with highlighter for the main ideas and definitions. Sometimes the definitions that the teacher gave us in the video is short, so we could find more definitions in the textbook. At the end of each chapter are activities. Most of them are research. We had choices for each week to do the research activity at the end of each chapter. When we came to class, we shared what we found to our classmates. We didn’t have to do this every week. Each week would have at least two or three activity shared.
During class we would do activities based on the interactive lectures that we had watched during the week. For each activity we were to apply what we had learned from the lecture to an example that we choose and then demonstrate to the class how the information from the lecture applied to our particular example.
In the case, we were analyzing a word. The goal was to better understand the morphology of that word that we choose. You can see here that the student is showing how her word “care” is used through out its various lexical categories – noun, verb, and definitions for all.
It’s a real difference between being an active student and a passive one. You are creating visuals based upon what you learned, and you need to explain it to your classmates. In order to do that you need to understand it yourself.
The active learning created by the flipped classroom format – the activities culled from the lecture content -- led directly to a better understanding of the material.
HWM
Class time is used to review and expand upon the original material presented in the exploration and continue on to other related content and skills.
Students work together on activities designed to apply and practice content and language
MANUAL SLIDE CHANGE
On the side of each lecture recording their were listed key questions. The questions served as guidelines for the lecture. For example, on the lecture for Morphophonemics, there were key questions that Dr. M would answer, during the course of the lecture. Those questions were delved into the heart of the topic and kept you focused. Dr. Marshall’s question were, as an example, “How does the prefix for ‘no’ illustrate the intersection of phonology and morphology?” and ‘what is a sibilent and why is it important?’ These questions would help us to understand the course of the lecture and what topics were going to be addressed during the lecture.
Then during class, those key questions were addressed. This created a bridge between the lectures and the in-class exercises.
This also applied to our classroom. This is a chart that demonstrates the languages that we as students have experienced and we had to add information, based upon the lecture, about the language family and the type of morphology that each language had.
Updating the charts were another important component. We were always adding to the charts. Dr. M would set aside a time during class so we could walk around and add to whatever we were working on. It made the time during class very dynamic.
So here we come to the final part of the flipped learning cycle:
As you see from the quote – there were observations from the Instructional Designer. Dr. Julia Miller – could not have done it without her support and wise counsel. Here is one of her comments: “a truly constructivist learning experience with students being active participants instead of passive recipients of learning.” To me, this is the essence of the Flipped Classroom. Instead of the students coming to class to learn from me – they have already done that – they come to class ready to participate, interact, process material, and learn together from each other as well as from me.
In this example, we see Peer Instruction . Instead of you present – they present- Your role changes. You are asking questions and interacting with them but it is while they present, not while you present – so you focus even more on the guiding questions. A large part of the course was learning to think critically. This photo illustrates how two students were solving a problem on the spot about pronunciation. And you can see two other students listening to the discussion.
Much of the course was about solving problems that English Language Learners have. Students work with a partner to solve an issue and then explain to the class. The critical thinking comes into play a lot during a flipped classroom. This is because they are doing the work during class, and applying what they learned during the lecture.
Because they were working together, they were constantly challenging each other, through the class discussions, presentations and group activities. If one student didn’t understand, and that person was in your group, then it was your responsibility to assist.
NOW – you may wonder ------- where am I in all this??????
MANUAL SLIDE CHANGESThe class was taught not only on the lectures but also from the smart board. There were a lot of great aspects to having the smart board as our main source of information.
First off, we always had a schedule for class so we were aware of how the class was progressing. In the above example you can see the schedule and Dr. Marshall would identify who was doing what in each exercise. This helped you as a student to prepare for what you needed to do in class since you had an agenda.
Dr. M also used checkmarks so we saw what had been completed.
Finally, each Smart Board file was saved in Blackboard. Dr. M used to say “our course lives there” and she was correct. You were be able to go back into blackboard and refer to what we had done in class, in order to review what had been learned or to prepare for the next assignment. It felt often that the classroom and the course was more of a live entity that you could access, like a person, than a weekly event to attend.
Much of the class time was spent hands-on doing group activities. Each time they were put in a different group of people. They got to know your classmates very well and figure out who would excel at certain tasks. For example, Matt was the student who was always correct on any grammar question, so it was good to be in his group! Here they are working on drawing tree diagrams of sentences – different ones for each group.
Quote from a student: “You also needed to be forceful about your ideas and opinions. Its very easy to sit in class and listen to the professor and not really think about what he or she is saying. But when you are doing a group project in class you need to be prepared to assert yourself if someone suggests a path that you think or you know is incorrect. And, going back to the lectures, this is one of the reasons why you as a student always want to watch the lectures and understand them. You have to make your case and your case would be built on what the instructor had said in the lecture that week.”
Finally, as you can see from the photo and from the quote, there was a lot of writing and drawing and adding to the projects.
Much of the class time was spent hands-on doing group activities.
Some people question the flip and say – but you are not teaching them – you are sitting there. But this is the best use of my teaching ability - I constantly guide their thinking – asking questions, making comments, giving feedback, as the students present, discuss, and ask questions themselves. There is no front in this classroom! See the quote from the designer – Julia Miller – again.
Fostering active learning in the class is the key to effective flipped learning. With direct instruction taking place outside of class, time in class consists of: clarifying remaining confusion or misconceptions about material presented in the videos;
observing students closely to ensure on-task attention and equal participation of all learners;
assessing how well each student is doing with the content, based on contributions, questions, and involvement; and
encouraging the building of higher level thinking skills.
All the while, seeing what is needed for the next instructional videos, making plans for instruction, differentiation as needed.
The photo on this slide shows me along with all the other students listening to a presentation by a student who simply used the whiteboard to teach us all, including me, about Swahili.
Since the beginning of the class, the teacher told us to pick one language that we were interested to study about it. I chose Japanese. We had to give the information about the language we were studying to class each week along with what we were learning to give our classmate to know what kind of language it is. At the end of the semester, we had to do the language presentation of what we studied for the whole semester to class. I could show you my presentation at the end if we still have some time left.
For their final project the students created a poster or made a video about a language they had selected to examine from a linguistic standpoint.
The photos are pictures of the Glogs that some students prepared and then shared in class. Glogster is a web-based poster making program that lets you embed audio and video files. They then posted the Glogs up in our online platform for later reference.
This shows the full learning cycle because now the students themselves become the teachers doing their long-term projects as lessons.
Manual slide change
This was one of the best projects that we did, As I mentioned earlier, we all had to pick a language to study and learn about, especially in terms of potential problems that English Language Learners who spoke this language would have. We had to create a poster or a video about our language. The first photo is of Serena, who had chosen to make a video about her langauage using some slides as backup.
This next photo is of Marilyn, and the project you are seeing was one of the funniest! Marilyn choose not to use traditional back up such as slides, but instead used “Charlie” , a puppet. Marilyn’s language was Farsi and she would ask Charlie questions and he would answer. It was a very creative way to demonstrate her knowledge of the language.
To show you how my stepping back resulted in the class taking ownership, this is our Wonder Wall, entirely maintained by the students. This was an interactive, student-constructed space with opportunities for peer teaching. The students could post questions, comments, or items they found related to what they were learning about in the videos and in the classroom. Then they would read each other’s material and leave comments or questions.
The WW is a designated bulletin board or a large sheet of paper taped to the wall, where students post, and other students read them and reply or comment. They may bring in questions that have arisen from the flipped classroom videos, from class activities, from readings, or from their personal experiences. They peruse the questions other students have posed, take time to think about them, and post a response, additional comment, or another question.
Interactions like this encourage students to actively engage the material without their teacher as the intermediary. They read their fellow students’ contributions, sharing and discussing what they have found on the Wonder Wall and getting ideas for additional material to place there.
The teacher periodically checks the Wonder Wall to observe the students’ thinking and address any misconceptions or queries that require clarification. the Wonder Wall becomes part of the in-class collaboration generated by the direct instruction from the video lessons. Once the students sense that this is truly their space, it becomes an opportunity for peer teaching.
360 degrees of classroom
Give my student the last word. This is Natta. She was in my linguistics class
Now we come to assessment of the flipped classroom.
I looked at two types of data: Feedback and Mastery
Feedback: The students commented on the in-class sessions, and on the out-of-class video recordings, which constituted the major instructor input, in the following ways:
In their ongoing class blog in our Blackboard shell
Anonymous interview results evaluating each element of the implementation – conducted by the graduate assistant
Midpoint anonymous questionnaire in an online format
Anonymous final official university Student Course Evaluations
During this presentation, I have given a number of quotes both on the slides and orally, from the data collected.
Mastery: Content mastery was assessed both informally and formally.
ASSESSMENT – INFORMAL : conducted on an ongoing basis, as I could see in class exactly which students were able to apply a given concept to a practice exercise or to a problem solving activity. Areas that challenged the entire group became immediately evident as the students requested clarification, but only after determining that no one in the group could provide it. I also observed their individual presentations where they were explaining to others what they had each learned - and noted the extent to which the course concepts were internalized.
ASSESSMENT -- STUDENTS
Feedback: The students, for their part, echoed these observations on the in-class sessions, and they also commented on the out-of-class video recordings, which constituted the major instructor input,
in their ongoing class blog
Anonymous interview results evaluating each element of the implementation
Midpoint anonymous questionnaire
Anonymous Final Student Evaluations
Mastery: was assessed in a variety of ways
Informal assessment was conducted on an ongoing basis, as I could see in class exactly which students were able to apply a given concept to a practice exercise or to a problem solving activity.
Areas that challenged the entire group became immediately evident as the students requested clarification, but only after determining that no one in the group could provide it.
I also noted in their individual presentations the extent to which the course concepts were internalized.
ASSESSMENT -- EXAMS
Formal assessment consisted of two examinations.
Midterm: The first was an in-class midterm exam The grades ranged from 98 to 72, with 50% of the students receiving a score above 90. Traditional items: terms-def/ex/sig; morph analysis; one prob solv; essay.
Final: The second was a take-home final exam that included linguistic problem-solving and an extended essay, in which each student had to revisit the course concepts through the lens of individual investigations of selected linguistic elements. Results from the final exam showed that “all boats rise.” The weaker students came up in their final. However, they had as much time as they liked to complete and the range was from 3 to 24 hours with every increment in between.
(READ): All in all the assessment process showed me at least some measure of success with respect to the reasons I had flipped the class. Comment: Not perfect – first time through – positive/not so positive – but I learned a lot. I will tweak it now.
ASSESSMENT – FORMAL: consisted of two examinations.
Midterm: The first was an in-class midterm exam. Traditional assessment – to match previous courses to see how these students did in comparison with past students.
The grades ranged from 98 to 72, with 50% of the students receiving a score above 90.
Final: The second was a take-home final exam much more in the spirit of the flip.
It was entirely devoted to linguistic problem-solving and an essay, in which each student had to revisit the course concepts through the lens of individual investigations of selected linguistic elements. Results from the final exam showed that “all boats rise.” The weaker students came up in their final. However, they had as much time as they liked to complete and the range was from 3 to 24 hours with every increment in between.
All in all the assessment process showed me at least some measure of success with respect to the reasons I had flipped the class. Comment: Not perfect – first time through – positive/not so positive – but I learned a lot. I will tweak it for next time.
ASSESSMENT:
PEER EVALUATION: Julia Miller , the instructional designer, conducted two observations, one at the midpoint and another towards the end of the course and her feedback was invaluable in my development of the flip.
Happily, on both occasions she noted the extent to which a learning community had formed in the class. Learners spontaneously reached out to each other, both for assistance and to provide assistance. She found the following characteristics to be present in the classroom: (READ SLIDE)
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; and
(4) a physical space that was utterly dynamic, with the teacher standing at the back while students lead the discussions.
Here is one question from the midpoint questionnaire that gives students’ opinion about the flipped classroom model in general:
As you see they all either strongly agree or agree that they prefer this class structure. On a similar question, they also all agreed that they would recommend this structure to others.
Other questions :
100% said that the in-class exercises contributed greatly to their learning.
83% said that peer instruction contributed greatly.
Not all positive. There were issues. Learning each time!
1- time management – a lot of courses you can slide week to week; come to class; study for exams; write a paper – this was continuous each week – some very busy students could not keep up with it
2- weak link issue - students not pulling their weight and frustrating the other students – who really watched the videos and studied them- some cannot learn independently and manage their learning –
more demanding for both professor and students – but the rewards are great and I THINK worth it tenfold!!!!
Data items shown here are comparisons to other courses. You can see that compared with other courses the students had taken, this course gave them by far a greater appreciation of the field in which the course resides (Question #17). This was one of my goals.
Returning to the 3 reasons to flip:
1- For increased comprehension:
we see a high rating of excellent or very good – 75%- for understanding written material in this field (# 18)
and understanding the solving problems in this field (#20).
2- For the development of thinking skills,
we see a high rating for general intellectual development (#22)
and intellectual challenge presented (#24).
3- Not shown here but on the complete form, for increased interaction
(Question # 9) 100% of the students rated excellent or very good on student participation was encouraged and the slides attested to the interaction that occurred regularly.
WOW!!! Most notably, the Challenge/Engagement index or CEI was rated at 6.6 out of 7.
Data items shown here are comparisons to other courses. You can see that compared with other courses the students had taken, this course gave them by far a greater appreciation of the field in which the course resides (Question #17). This was one of my goals.
Returning to the 3 reasons to flip:
1- For increased comprehension:
we see a high rating of excellent or very good – 75%- for understanding written material in this field (# 18)
and understanding the solving problems in this field (#20).
2- For the development of thinking skills,
we see a high rating for general intellectual development (#22)
and intellectual challenge presented (#24).
3- Not shown here but on the complete form, for increased interaction
(Question # 9) 100% of the students rated excellent or very good on student participation was encouraged and the slides attested to the interaction that occurred regularly.
WOW!!! Most notably, the Challenge/Engagement index or CEI was rated at 6.6 out of 7.
STUDENT COMMENTS:
Here we see some student responses to the question of what they liked best about the flipped classroom approach.
Read each one!
“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.”
SUMMARY: In summary, flipping this class enabled students to learn at their own pace and in their own time frame as they viewed the lessons on video, thereby increasing their comprehension. It also increased the interaction among students and with the instructor as class time was freed for application of course concepts. Finally, it placed responsibility on the student to manage learning, resulting in development of critical thinking.
Sarawagi SLIDE
The first time I only flipped half the course up to mid semester. The students experienced both: the flipped approach and my lecture w. group-work approach.
A survey at the start and end of the semester showed that student attitude towards the flipped classroom grew more positive by the end of the semester after they had experienced both approaches.
YILDIZ SLIDE
YILDIZ SLIDE
In summary, flipping this class enabled students to learn at their own pace and in their own time frame as they viewed the lessons on video, thereby increasing their comprehension.
It also increased the interaction among students and with the instructor as class time was freed for application of course concepts.
Finally, it placed responsibility on the student to manage learning, resulting in development of critical thinking.
PEER EVALUATION: Julia Miller, the Instructional Designer, conducted two observations, one at the midpoint and another towards the end of the course and her feedback was invaluable in my development of the flip. on both occasions she noted the extent to which a learning community had formed in the class. Learners spontaneously reached out to each other, both for assistance and to provide assistance. She found the following characteristics to be present in the classroom:
a truly constructivist learning experience with students being active participants instead of passive recipients of learning;
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;
a multi-media experience with use of SmartBoard, Skype, audio, and use of a camera; and
a physical space that was utterly dynamic, with the teacher standing at the back while students lead the discussions.
SUMMARY: In summary, flipping this class enabled students to learn at their own pace and in their own time frame as they viewed the lessons on video, thereby increasing their comprehension. It also increased the interaction among students and with the instructor as class time was freed for application of course concepts. Finally, it placed responsibility on the student to manage learning, resulting in development of critical thinking.
CLICK
So, flip it!!!!!
,