Flipped Classroom Best Practices for Higher Ed (UB Tech 2014 Presentation)

Flipped Classroom Success Stories
(How to Make Yours Happen!)
Kelly Walsh, CIO
The College of Westchester

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Flipped Classroom Success
Stories (… How to Make
Yours Happen!)
… Culled from Measured Successes of
Flipped Teaching and Learning

Flipped Classroom Success
Stories (… How to Make Yours
Happen!)
What have schools and teachers done to succeed
with Flipped Instruction?
The body of literature offering documented
evidence of improved learning outcomes is
growing.
What can we learn from those successful
implementions?

http://campustechnology.com/Articles/2014/05/21/Missouri-State-
U-Improves-Learning-Outcomes-with-Flipped-Classroom.aspx

Flipped Classroom Best Practices from …
In 2010, public 4 year colleges and universities throughout the
state of Missouri undertook a collaborative initiative with the
goal of transformation courses and improving on student
learning outcomes and reduce costs. Each school committed to
redesigning one large enrollment course with poor learning
outcomes or high ‘DFW’ rates (grades of D or F or Withdrawals).
Universities engaged in a competitive process to determine
which schools would redesign which courses. “The competitive
process was intended to ensure that each university redesigned
a different course — creating a pool of redesigned courses that
universities could potentially share with each other.”

Missouri State University was selected to redesign its
Introductory Psychology course. They hoped to improve in
the following issues:
• A DFW rate around 24 percent
• Modest student learning outcomes (approx. 30%
improvement from pre-course-test to post-course-test
scores).
• Significant "course drift," with up to 18 sections a year
taught by many different faculty members using
different textbooks and vastly differing syllabi.

MEASURED RESULTS
• There was a 76 percent improvement in pre-course-test
to post-course-test scores
• The DFW Rate was reduced from approx. 24% to 18.2%,
a significant reduction
“’When you think about it in terms of dollars and
retention, that’s pretty significant’, said Hudson”
(Danae Hudson, associate professor of psychology).

“We're flipped in that we assign homework and
technology-based activities, so [students] have to do their
online work before coming to class, and then in class we're
able to focus more on activities, demonstrations and some
lecture. But it's very much activity-based because they've
actually done the work prior to coming to class and they're
familiar with the content, said Hudson”.
Practice - Using Class Time for Active Learning

The MSU model incorporated MyPsychLab, an online
homework, tutorial and assessment tool from Pearson.
“MyPsychLab provides individualized student data for instructors
and individualized learning for students, two of the main criteria on
the department's wish list. "I can see how much time students are
spending in MyPsychLab. I can see how many attempts they've made
on their post-test and a lot of other information that's useful for me as
an instructor," said Hudson. The tool also lets instructors assign a
study plan for students. "They take a pre-test, and based on their
score it generates an individualized study plan for them so they don't
have to spend time working on concepts they already understand,"
said Hudson.”
Practice - Personalized Learning
(with the help of a nice dose of Learning Analytics)

“MSU worked closely with Pearson to customize the
textbook, MyPsychLab software and study plan. "We have
customized almost everything we can customize to make it
exactly what we want," said Hudson
Practice - Customized Learning Materials

Best Practices culled from … A Review of Flipped Learning
SUMMARY of Best
Practices from …
• Using Class Time for Active Learning
• Personalized Learning
• Customized Learning Materials

Russell Mumper, Vice Dean of the University of
North Carolina Eshelman School of Pharmacy,
teaches his “flipped” Pharmaceutics class.
http://www.theatlantic.com/technology/archive/2013/09/the-post-lecture-classroom-
how-will-students-fare/279663/

Results
• Student performance on an identical final exam
improved by 2.5 percent between 2011 and 2012, and
then by another 2.6 percent in 2013, providing an overall
performance improvement of 5.1 percent between 2011
and 2013.
• Students preferred the flipped model to the lecture
model – 75 percent of students in 2012 said, before
Mumper’s class, that they preferred lectures, whereas
almost 90 percent of students said they preferred the
flipped model after the class.

“At home, before class, students watched brief lecture modules,
which introduced them to the day’s content. They also read a textbook
— the same, introductory-level book as in 2011 — before they arrived.
When they got to class, Mumper would begin by asking them
“audience response” questions. He’d put a multiple-choice question
about the previous night’s lectures on a PowerPoint slide and ask all
the students to respond via small, cheap clickers. He’d then look at
their response, live, as they answered, and address any inconsistencies
or incorrect beliefs revealed. Maybe 50 percent of the class got the
wrong answer to one of these questions: This gave him an opportunity
to lecture just enough so that students could understand what they got
wrong.”
Practice – Use Class Time to Review and Reinforce Learning
Practice – Take Measures to Ensure Consumption of Content

Clintondale High School
http://flippedhighschool.com
http://schoolsofthought.blogs.cnn.com/2012/01/18/my-view-flipped-classrooms-give-
every-student-a-chance-to-succeed/

“Every year, our failure rates [had] been through the
roof. The students weren’t paying attention, they weren’t
doing their homework, they were being disruptive, or they
weren’t coming to school at all. Sadly, these issues are not
that uncommon, particularly in this economic climate,
where the percentage of students who fall into the poverty
category is increasing by the day.”

Results
• In the freshman class in the first flipped learning
semester, the pass rate increased to 67 percent in
English language arts, 69 percent in math, 78 percent in
science, and 81 percent in social studies, representing
an increase of 9 to 19 percentage points across the
subjects.
• Discipline referrals declined by 66 percent.
• In 2012, although the graduating class had participated
in the flipped learning model for only about six months,
the graduation rate increased from 80 to 90 percent,
college attendance jumped from 73 to 80 percent, and
college readiness improved substantially.

“Our flipped school model is quite simple. Teachers
record their lectures using screen-capture software (we use
Camtasia) and post these lecture videos to a variety of
outlets, including our school website, and YouTube.
Students watch these videos outside of class on their
smartphone, in the school computer lab (which now has
extended hours), at home or even in my office if they need
to.”
Practice – Customized Digital Content (via Screencasting)
Practice – Make Sure all Students Have Access to the
Content!

“Now, when students come to class, they’ve already
learned about the material and can spend class time
working on math problems, writing about the Civil War or
working on a science project, with the help of their teacher
whenever they need it. This model allows students to seek
one-on-one help from their teacher when they have a
question …”
Practice – Personalized Learning

“… we wanted to give our students the opportunity to learn
about each subject or topic from … a recognized expert in each
area. So we decided to team with other schools across the
country and world. Now, some of our calculus students are able
to watch video lectures from a math teacher in a private school
in Virginia, and our students learning about the Holocaust can
watch videos made by a teacher in Israel who just brought her
class to Auschwitz. This … enable[d] us to close the gap of
inequality that schools are subjected to because of their
financial standing, and provide all students, no matter what
district they’re from …”
Practice – Collaboration in Content Development

Practices – Social Learning
(even outside of the classroom!)
“To change the learning environment even further, we’ve
used Google Groups to enable students to easily
communicate outside of class, participate in large discussions
related to their schoolwork and learn from each other.”

SUMMARY of Best
Practices from …
• Customized Digital Content
• Make Sure all Students
Have Access to the Content!
• Collaboration in Content Development
• Social Learning

2013 Report from Hamdan, McKnight, P., McKnight K., Arfstrom
with Peer Review Support from the FLN’s Research Community
http://www.flippedlearning.org/cms/lib07/VA01923112/Centricity/
Domain/41/LitReview_FlippedLearning.pdf
This often cited report examined many studies and articles
discussing flipped teaching and learning and disseminated
definitions and practices.

“Educators have been working to break [the] lecture-
centered instructional model by shifting the focus from the
curriculum pacing guide to student learning needs as the
driver of instruction. They are, increasingly, turning to an
alternative model of instruction called Flipped Learning in
which digital technologies are used to shift direct instruction
outside of the group learning space to the individual learning
space, usually via videos.
Offloading direct instruction in this way allows teachers
to reconsider how to maximize individual face-to-face time
with students ...”
Practice – Personalized Learning

”Time becomes available for students to collaborate
with peers on projects, engage more deeply with content,
practice skills, and receive feedback on their progress.
Teachers can devote more time to coaching their
students, helping them develop procedural fluency if
needed, and inspiring and assisting them with challenging
projects that give them greater control over their own
learning.”
Practices – Collaborative, Active, & Social Learning
Practices – Coaching, Project Based Learning

Pillar #1 – Flexible Environments
“Flipped classrooms allow for a variety of learning
modes; educators often physically rearrange their learning
space to accommodate the lesson or unit, which might
involve group work, independent study, research,
performance, and evaluation. They create Flexible
Environments in which students choose when and where
they learn. Flipped educators accept that the in-class time
will be somewhat chaotic and noisy, as compared with the
quiet typical of a well-behaved class during a lecture ... “
Practice – Collaborative Learning Spaces

Pillar #2 – A Shift in Learning Culture
“In the Flipped Learning model, there is a deliberate
shift from a teacher-centered classroom to a student-
centered approach, where in-class time is meant for
exploring topics in greater depth and creating richer learning
opportunities. Students move from being the product of
teaching to the center of learning, where they are actively
involved in knowledge formation through opportunities to
participate in and evaluate their learning in a manner that is
personally meaningful.”
Practices - Student-Centered Learning
Practice - Constructivist Learning

SUMMARY of Practices
Gleaned from …
• Collaborative Learning
• Active Learning
• Social Learning
• Coaching
• Project Based Learning
• Collaborative Learning Spaces
• Student-Centered Learning
• Constructivist Learning

Summarizing our Findings
Best Practices for …
• Flipped Content Creation & Delivery
• Active Learning in the Flipped
Classroom
• Using Class Time Effectively in the
Flipped Classroom

Summarizing our Findings …
Best Practices for
Flipped Content Creation & Delivery
• Customized Digital Learning Content
• Collaborative Development of Content
• Take Measures to Ensure Consumption of Content
• Make Sure all Students Have Access to the Content

• All other types of Active Learning
Best Practices for
Active Learning in the Flipped Classroom

• Use Class Time to Review &Reinforce
• Personalized/Individualized Learning
• Collaboration
• Social Learning
• Coaching
• Mastery Learning
Best Practices for Using Class Time Effectively
in the Flipped Classroom

Flipped Content Creation & Delivery
• Customized Digital Learning Content
• Collaborative Development of Content
• Take Measures to Ensure Consumption of Content
• Make Sure all Students Have Access to the Content
Let’s Take a Deeper Dive into these Practices …

Practice: Customized Digital Learning Content
• Screencasting is quite common: Free tools like Screencast-
O-Matic, Screenr, etc. Camtasia is “the Gold Standard”
• It is also pretty easy to voice over PowerPoint slides. Learn
more here for 2007, and here for 2010
• There are a growing number of tools that let you take any
video and “make it your own” through customized,
interactive delivery
• Ed.ted.com
• Tackk
• There are also many tools that make it easy to assemble
digital content into custom lessons, such as LessonPaths
and Blendspace
• Edpuzzle.com
• Metta.io

Practice: Collaborative Development of Content
• Bergmann and Sams – Recommend working with a partner
to create screencasts
• Schools have collaborated with vendors to create content,
as we have seen in some of these examples
• Clintondale High School collaborated globally with
educators and SMEs to create live learning opportunities
for learning in class

Practice:
Measures to Ensure Consumption of Content
• Interactive Engagement During Consumption –
• Reflective Blog Posts
• Complete a Notes Outline (could be credit/no credit)
• Look for and provide answers to specific questions
• Indicate what was most understood and what was
least understood (excellent feedback for teacher!)
• Hide ‘Easter Eggs’
• Partner students in some way ( )
• Set expectations for the next class session –
• Start some classed with pop-quiz or scheduled quiz
• Start class with in depth discussion
• Be prepared to be called on at random

Practice: Make Sure Students Have Access
to the Content
• You need to assess whether there are any students who might
not have access to flipped content outside of the classroom
(in some schools this more of an issue that others)
• If you are flipping content for an elementary grade level
course, you need to involve parents/guardians in the process
(they need to know what is expected of the student)
• If students don’t have easy access to content, work with them
to make sure they know what resources in the school (or
elsewhere, like a public library) are available to provide access
• Limit how much content you flip for young students (for
example, if a first or second grade course, limiting to just one
flip a week is advisable)

Practice: Social Learning
Adding Social Learning Elements to the Flipped Classroom
Outside of Class (as part of consuming flipped content):
• Google Groups example (Clintondale High School)
• Require students to respond to discussion posts (common
online technique for years)
• Partner students in finding answers to questions in content
(extend to classroom by having them present answers)
In Class:
• Work in teams or groups on collaborative active learning
activities

Active Learning in the Flipped Classroom

Practice: Project Based Learning
http://www.newtechnetwork.org/about/project-based-learning

Practice: Constructivist Learning
http://www.thirteen.org/edonline/concept2cla
ss/constructivism/
What is constructivism?
Constructivism is basically a theory -- based on observation and scientific
study -- about how people learn. It says that people construct their own
understanding and knowledge of the world, through experiencing things and
reflecting on those experiences. When we encounter something new, we
have to reconcile it with our previous ideas and experience, maybe changing
what we believe, or maybe discarding the new information as irrelevant. In
any case, we are active creators of our own knowledge. To do this, we must
ask questions, explore, and assess what we know

Practice: Collaborative Learning Spaces
• Educators often physically rearrange their learning space to
accommodate the lesson or unit, which might involve group
work, independent study, research, performance, and
evaluation.
• They create Flexible Environments in which students choose
when and where they learn.
• Flipped educators accept that the in-class time will be
somewhat chaotic and noisy, as compared with the quiet
typical of a well-behaved class during a lecture.
http://www.emergingedtech.com/2013/07/the-growing-
use-of-collaborative-classrooms-spaces-in-higher-education/

Best Practices for … Using Class Time Effectively
• Use Class Time to Review &Reinforce
• Personalized/Individualized Learning
• Collaborative Learning
• Social Learning
• Coaching
• Mastery Learning

Practice: Student-Centered Learning
• “… there is a deliberate shift from a teacher-centered
classroom to a student-centered approach, where in-class
time is meant for exploring topics in greater depth and
creating richer learning opportunities.
• Students move from being the product of teaching to the
center of learning, where they are actively involved in
knowledge formation* through opportunities to
participate in and evaluate their learning in a manner that
is personally meaningful.”
*Constructivist Learning

Practice: Use Class Time to Review & Reinforce
This has been a fundamental concept in the
flipped classroom all along
“We're flipped in that we assign homework and technology-
based activities, so [students] have to do their online work
before coming to class, and then in class we're able to focus
more on activities, demonstrations and some lecture. But
it's very much activity-based because they've actually done
the work prior to coming to class and they're familiar with
the content, said Hudson”.
- Danae Hudson, Missouri State U.

Practice: Personalized/Individualized Learning
http://en.wikipedia.org/wiki/Personalized_learning

Practice: Collaborative Learning
http://www.edutopia.org/stw-collaborative-learning

Practice: Social Learning
7 Way That Social Networking Tools Can Yield Social Learning in the
Classroom (http://www.emergingedtech.com/2011/06/7-reasons-to-leverage-social-
networking-tools-in-the-classroom/)
• Increase Engagement
• Social Learning Theory (Bandura) “people learn from one
another, via observation, imitation, and modeling”
• Use time outside of class better, so you can use in-class time
better
• It provides opportunities for writing and writing assessment
• Encourage dialogue, reach more students
• Help students get ahead of the professional curve
• Build connections
Bonus – Improve Retention! http://www.emergingedtech.com/2012/10/can-
social-media-play-a-role-in-improving-retention-in-higher-education-research-says-it-
can/

Practice: Coaching
http://www.ascd.org/publications/educational-
leadership/oct11/vol69/num02/Every-Teacher-a-Coach.aspx

Practice: Mastery Learning
http://www.ascd.org/publications/educational-
leadership/oct10/vol68/num02/Lessons-of-Mastery-Learning.aspx

THANK YOU!
Please Visit …
emergingedtech.com
&

Flipped Classroom Best Practices for Higher Ed (UB Tech 2014 Presentation)

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