My Flipped Classroom: A Case Study Our world is shifting, and knowledge no longer flows solely from teachers and textbooks, but rather from a variety of multimedia. The affordance provided by technology to seamlessly deliver course content online and out of class time can allow for the development of a student-centered classroom environment conducive to autonomous learning and engagement with material. In this session, Judy Larsen will share her experiences with developing and delivering a hybrid upgrading mathematics course through the implementation of a flipped classroom model. Aims for choosing the flipped classroom design and implementation strategies will be over viewed along with a demonstration of the technology used to create the design (Camtasia, PowerPoint, & Blackboard Learn). Attendees will have a chance to collaborate about ideal learning environments, share personal experiences with blended learning environments, discuss concerns about the flipped classroom design, and ask questions about implementation and student response to the design. Finally, future direction for the flipped classroom model will be considered. by Judy Larsen http://judy-larsen.weebly.com/1/post/2013/06/etug-presentation-my-flipped-classroom.html

1. MY FLIPPED
CLASSROOM
A Case Study
by Judy Larsen

2. ABOUT ME
Judy Larsen
University of the Fraser Valley
Upgrading and University Preparation Department
Mathematics Instructor
Simon Fraser University
Master’s in Secondary Mathematics Education Program
Judy Larsen
ETUG Spring 2013

3. TIME
How should we be using it?
Judy Larsen
ETUG Spring 2013

4. THE FLIPPED
CLASSROOM MODEL
Content delivery out of class time
 Student autonomy
 Curriculum is “covered”
Construction of understanding during class time
 Time now available for student-centered teaching!
Judy Larsen
ETUG Spring
2013

5. WHAT I NOW HAVE TIME
FOR . . .
Student-centered, inquiry based, [insert buzz word] teaching:

6. AND . . .
Making connections

7. MY JOURNEY
Why did I choose the flipped classroom model?
 To make time for learning
 CanFlip in Kelowna
How did I begin?
 Making the videos . . . CAMTASIA
 Setting up the online environment . . . BLACKBOARD LEARN
 Check it out . . .
Judy Larsen
ETUG Spring 2013

8. VIDEOS WITH CAMTASIA

10. STUDENT RESPONSES
“I like these videos, it’s on my own time, and I don’t have to
stare at the teacher’s back. I have a really hard time reading
the board half the time so I just sit there going, ok I’m bored,
and I don’t really understand this.”
“One section that I had trouble with, I constantly watched the
videos over and over until I understood what was being
taught.”
“If I was confused about anything, we would explain everything
in great detail and have debates about it. I learned different
ways to solve problems during the activities and others learned
from me. This was fantastic.”

11. WHAT I’VE LEARNED
Benefits
 Team based collaborative learning
 Student inquiry based teaching
 Autonomous election of resources
 Choice to go at own pace
Challenges
 Technological
 Developing the right in-class environment
 Allowing some students to use class in self-paced manner
Questions? Similar experiences? Judy Larsen
ETUG Spring 2013

12. WHAT NEXT?
What else could be done with this idea?
 Check out Judy-Larsen@weebly.com and
www.canflip.ca

13. THE FLIPPED CLASS
DESIGN
In-class
• Activities
• Assignments
• Discussions
Out of class
• Videos
• Forums/Email
• Practice
Judy Larsen
ETUG Spring 2013