Turn Library Programs Upside Down with Flipped Classrooms
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Presenters: Jessica Logan, Leigh Skowronski, Yuliya Hadzhieva. Presented at the Georgia Libraries Conference in Columbus, GA on 10/06/2017. Representatives from GCPL discuss and demonstrate techniques for using the flipped classroom model of educational programming. This method embraces a ‘learn together’ approach that builds upon existing content vs. a traditional instructor-student dynamic.
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Turn Library Programs Upside Down with Flipped Classrooms
- 1. Flipped Classroom: Turning Traditional Library Programs Upside Down UpsideDown
- 2. So… What is a flipped classroom anyway? And why would you want to use it in library programming?
- 3. Flipped Classrooms provide a unique opportunity to accommodate individual learning needs.
- 4. What are the benefits of a flipped classroom? ● Student-centered learning and collaboration ● Students learn at their own pace ● Easy access to content ● Addresses accessibility concerns ● The classroom becomes a workshop ● The instructor becomes a facilitator and an on-site expert
- 5. Flipped Classrooms in Action Hamilton Mill Branch Digital Literacy
- 7. Flipped Classrooms in Action Hamilton Mill Branch Language Learning
- 9. Flipped Classrooms in Action Centerville Branch Using Library Technology to Uncover Local History
- 10. Flipped Classrooms in Action Lilburn Branch Citizenship Test Preparation
- 11. Adapting the Flipped Classroom Model for your Library 1. Plan 2. Record 3. Share 4. Change 5. Group 6. Regroup 7. RRR - Review, Revise, Repeat!
- 12. Tips for Success ● Use pre-registration ○ To determine # of students ○ To gather student contact information ● Test your links to online content - is it still accessible? Password protected? ● Be flexible and ready to tailor content to needs of students ● In-class time is for discussion,
- 13. Video Tips ● Use instructional videos for the “how to do” part of the instruction and in person class time to focus on how to apply that knowledge. ● Videos of 7 minutes or less keep students engaged. Break longer videos into shorter segments. ● Sources: YouTube, Lynda.com, Ted Talks, TED-Ed ○ Benefits of TED-Ed ○ Sample TED-Ed Lesson - The genius of Marie Curie
- 14. Addressing Challenges ● Accountability ● Digital divide ● Time and new skills to record the content ● How to provide content ahead of time ● Different learning styles ● Copyright issues
- 15. What’s in the future? LIL starts a Fall Session of Citizenship Classes ● Extended length of each session ● Increased number of sessions ● More interactive resources ● Partnership with the Latin American Association for outreach This format is easy to replicate and move to other branches and communities within our service area … stay tuned for more examples of Flipped Classrooms in action at our PLA 2018 presentation!
Editor's Notes
- Welcome and introduce ourselves
- Jessica A flipped classroom inverts the traditional educational model so that the content is delivered outside of class, while class time is spent on activities normally considered “homework.” I’m sure we’ve all had the experience of thinking we have mastered a concept when it is first explained, only to struggle with it when we are alone. In the flipped class, the instructor serves as “coach” or “guide,” ready to step in and help the students who have that experience. Learn together approach vs. traditional student/teacher model Opportunity to build upon existing content Endless topic possibilities Flipped classrooms are more than a traditional library program and offer the opportunity for students to experience immersive learning exploration vs. sitting through a presentation or a one-time hands-on activity. Flipped classrooms work well within today’s library because they focus on ongoing education, a structured curriculum, and facilitator support.
- Leigh We’ve known for some time that there are many ways to learn and absorb information. For some, the traditional, in-person, lecture where you sit quietly and take notes, works pretty well. For many, this method means that the student only takes in a fraction of the information being presented. Providing the lecture outside of class time allows students to pace the learning however it works best for them. They might chunk it up into small segments and stretch it out over time, they might listen and watch while they pace around the room, or they may stop, rewind, and listen again and again until they get it. The ‘listen straight through and take notes’ method can be employed in either version but the alternative methods of learning can’t be utilized in an in-person lecture. This model also provides increased opportunity for group support and collaboration, since the in-person sessions are used for active work. Because of that, there is also increased student accountability. If someone comes to class unprepared it is easily recognized by the other students because that person is unable to contribute to the group work
- Yuliya 1. Students can come together to create, collaborate and put into practice what they learned for the lectures they view outside the classroom 2. Students learn at their own pace and can skip through sections they already understand. Content can be viewed multiple times, if needed. Students have control over the lectures. They can then use their class time to deepen their understanding and increase skills using their new knowledge. 3. Parents have 24/7 access to their student’s video lectures and get insight into the quality of instructions their students are receiving. 4. Captions can be provided for those with hearing impairments; especially valuable for ESL students 5. Students can ask questions about lecture content, apply knowledge, and interact with others. 6. Instructors act as onsite experts, suggest different approaches, clarify content, and monitor progress. 7. Students who need more time to understand the material do not get left behind but receive immediate assistance from teachers and peers. 8. While instructors can create new content, they can also use materials from a variety of (free!) online repositories.
- Jessica Treehouse - Online subscription that provides technology education in lessons that are fun and engaging. Learn from over 1000 videos created by expert teachers on web design, coding, business, and much more. The lessons are divided up by small video lectures with quizzes and challenges in between. Completed registration ahead of time so that we could determine the number of participants and send them a reminder GCPL has 40 total seats for this resource so it was necessary to reserve a few for our registrants to utilize during the course. We completed the Digital Literacy track over one month (4 weeks)
- While it is possible with online registration, I did not provide assignments prior to the first meeting… Introductions: Name, why they were interested in the class, and what they hoped to get out of it. This ensured we were all on the same page. Class format: discussed the flipped classroom format so that they would know what to expect. * Side note * This format also allowed us to host an entire computer class in the branch without using large numbers of public computers or reserving laptops (which are in high demand among our 15 branches). Participants could access the course content from home or use the library computers on their own time. How to access Treehouse and creating a log-in (seats reserved for no-shows were released after the second meeting) Demonstration of the major features of Treehouse and how to find the correct track. Assignments itinerary From there we went through the track together completing two courses each week (except the last week in which we completed a final MASH project). During class we addressed any concerns or struggles that arose during the courses and worked on additional coding practice in the Treehouse provided workspace. It is important to supplement the online material so that it feels worthwhile for attendees to come to the in-person meetings. While we did not have a large turnout for this classroom series, we did have one customer in particular who found the experience very meaningful. Following the completion of our Digital Literacy track, she continued to use Treehouse to learn coding and website design. She has also become a regular in our branch, often bringing her daughter along to participate in our teen events.
- Jessica This program was very similar to our first Flipped Classroom but used Mango Languages to provide language curriculum to those interested in learning Spanish. Mango prepares learners for realistic conversation and strengthens everyday communication skills in over 70 world languages, including English. One helpful tip that we learned from this round was that it can be difficult to build supplementary content if a summary of the lessons is not available in the online curriculum. The staff member running this program for us emailed Mango directly and was able to get a printed copy of the curriculum (shout out to Mango for excellent customer service.) Based off the Mango lesson plans, we were able to find and create supplementary class materials to go with it, for example: handouts with extra dialog and verb charts to summarize across lessons.
- This program started off with 7 participants and an ambitious plan of completing two units (for a total of 182 - short- lessons). We quickly learned the value of being flexible as many of our participants had full-time jobs and/or children to take care of and were unable to fit all of these into a 6-week course. We encouraged participants to keep attending even if they were unable to view all the assigned lessons and ended up adjusting our content a bit each week to accommodate their progress. We also ended up with a core of 3 engaged participants who made it through the course. While the learn together approach used in Flipped Classrooms often allows facilitators to not be complete experts in the content, we found that language learning is especially challenging if you do not already have a good grasp on the language; our participants asked a lot of follow-up questions. For both of our Flipped Classrooms we provided a completion certificate to those who finished the course - this made their accomplishment feel a little more offcial… and made for a nice photo opp!
- Leigh Goals: to introduce participants to library databases and technology available to them - Galileo, flatbed scanners and photoshop Handed out at first meeting - instructions for how to access Galileo and perform a search. Assignment to find and read a particular article related to types of early photographs. Next meeting included a discussion of the photos group members brought in. Then handed out PDF with instructions how to use flatbed scanner - next class used the scanners to digitize photos and share through Google Drive folders. Outcomes: ongoing engagement with my community - formation of a new local historical society - group members returned later for one on one learning (BAL sessions)
- Yuliya Speak from personal experience Students practiced conversations, reading, writing Explored library collections and databases Each participant received flash cards The library hosted a meeting with an immigration officer The library had a naturalization ceremony Different participants every time Different levels of English language knowledge People arriving late because of jobs and traffic Time limitation
- Jessica (Jeff Dunn, 2014) Plan: Figure out which lesson you’re going to flip. Outline key learning outcomes and put together a lesson plan. Record: Instead of teaching your lesson as usual, record a video. You can do this however you’d like, just ensure that the lesson contains all of the elements you would have if you were doing it in the classroom in person. Make it interesting and engaging. Ask yourself: would I want to watch this? You can also build upon existing content (ex. Treehouse or Mango) but make sure that the courses are of high quality and engaging. Share: Share the video with your students. Explain that the video’s content will be discussed and used in class Change: Now that your students have watched the lesson, they’ll be primed to delved into the topic in more depth than they would otherwise be. Go for it! Group: A great way to explore the topic is to engage the class in group discussions. Separate the students into smaller groups so that everyone’s voice has a better chance of being heard, and questions are more likely to be asked. Give each group a task and a goal to work towards. Regroup: Get the class back together to share each group’s work with the whole class. As questions, offer opinions, encourage discussion. Then, Review, Revise and Repeat! Figure out what worked and what didn’t, add or subtract elements, change things around, and try it again with a different lesson. It will get better with time and practice! Longer session time or less units covered Different day of the week or time slot Change branch or community
- Leigh - One of the challenges to using the flipped classroom model with library programs is how to provide the content to students prior to class. Requiring pre-registration helps with this problem because it allows you to determine the number of students you will need to prepare for and, more importantly, it will provide contact information. Having the contact information allows you to email documents or links to online content, prior to class. If pre-registration isn’t possible, distribute the learning information for class 2 at class 1, etc.
- Leigh - Students engage more with short videos, 7 minutes or less Potential (free!) resources for course content Your flipped classroom program may not work perfectly the first time - try it again, it’s worth it Flipped classroom programming saves time and you can actually add more learning content students usually show more engagement with videos shorter than 7 minutes Moves from teacher centered to student centered Flipped classroom promotes interaction and communication with peers Motivates students to be self learners No “rewind button” in a live lecture, so students can’t go back and review something they didn’t quite get. Flipped classroom content viewed at home can be viewed multiple times. Typical homework - grade based accountability. Flipped classroom - peer accountability - peers will know if you haven’t done your homework Goal is to gain knowledge outside the classroom. Content does not have to be video Negatives: what if students don’t have access to technology? What about students who already have “too much screen time”? “At home learning does not mean lack of teaching”
- Yuliya Students have more responsibility for their learning. Relies on self preparation and trust that students will watch the lectures between in person meetings. Addressing “the digital divide,” especially for low income areas More work upfront but saves time overall. Recording lectures requires time and effort of instructors and may require new skills from the instructors. Additional funding may also be needed to train the teachers in using the technology. Students learning style is different and students who do not learn best by listening or watching videos will be affected. Think of how to provide content ahead of time. Instructors need to be flexible to adapt the material to the different learning styles of the students. Students with hearing disabilities need captions or printed material. For example you are never permitted to copy or reproduce videos from YouTube. So ripping a video and uploading it onto your school learning management system is a breach of copyright. To use images in your videos, search for images that are under a Creative Commons license or are in the Public Domain. You can filter image searches, in both Google Images and Bing, to identify images that you are permitted to reuse. If you want to use material that is protected by copyright, contact the copyright owner and ask for their permission. I have done this a number of times and have received prompt replies and the copyright owner has always granted me permission. Be sure to state that the material is reproduced with permission.