Stephanie Diemel of Shoreline Community College illustrates two keys for flipping the classroom at the first IGNIS webinar (hosted by SBCTC eLearning and Assessment, Teaching, and Learning). Listen to the Blackboard Collaborate Recording: https://sas.elluminate.com/p.jnlp?psid=2014-02-06.0804.M.F223F0839C063C0F7F8BDEA4A2F541.vcr&sid=2008170

1. Falling

2. • Engagement
• Differentiated instruction
• Responsibility, investment & risk-taking

3. • Eric Mazur, Harvard University
• Tim Slater, Univ. of Wyoming
• Salman Khan, Khan Academy

4. • But I’m a great lecturer!
• I’ve mastered my slides/whiteboard
• Students love my lectures

5. “I want to learn from you”
Increased accountability/visibility
Unsure of the new landscape

6. • Do not re-lecture
• Allow your students to step up
• Your role has changed
•Do not re-lecture
•Allow your students to
step up
•Your role has changed

7. •Guidance
• Integration

8. • Introduce students to the landscape
• Make your expectations crystal clear
• Create clear incentives for students

9. Guidance:
Introduce students to the landscape
• Course syllabus
• Tone and
structure on first
few days of class

10. Guidance: Syllabus language
“You are expected to take an active role in the
process of your own learning. In support of
this, I teach this class using a ‘flipped’ model.”
“Each class meeting is designed based on the
assumption that you have completed the
assigned reading and video lecture for that
section or chapter.”
“Be ready to invest in yourself and your learning.”.

11. Guidance:
Make your expectations crystal clear
• Guide what to watch/read when
• Explain how to engage with video lectures

12. Guidance:
Make your expectations crystal clear

13. Guidance: Create clear incentives
• Frequent, low-stakes
assessments
• Students are held
responsible in class
Remember that excitement, joy and challenge are
all real motivators as well

14. Create
a
Holistic
Learning
Experience

15. “All learning is necessarily hybrid.”
- Jesse Stommel

16. 1. Begin class each day by referring to
some aspect of the lecture video
2. Use daily announcements
3. Set aside class time for students to ask
questions about the lecture video

17. Expect that all students have
watched the lecture and teach
at that level.
Refer to lecture details when
working on applications in
class.

18. Require participation in online discussion
groups that relate to both in and out-of-
class activities.

19. Discussion ideas:
homework, lecture, resource sharing

20. Thanks for listening.