NTLT 2012 - Pecha Kucha 2, Alison Campbell - Turning a lecture on its head: Flip teaching in the university classroom

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The document discusses "flipping" university lectures by assigning readings and videos for homework and using class time for active learning exercises. It provides examples from studies that found flipping improved attendance, engagement, and exam scores in physics and biology courses. Specifically, one study found non-Caucasian students benefited disproportionately from a highly structured approach using pre-class quizzes, group work, and practice tests. The document also shares student feedback on "design-a-plant" and "design-an-animal" in-class activities, finding they enhanced understanding of concepts through application. It advocates for flipping if done with careful planning, explanation of goals, and appropriate assessment.

Education

Turning a lecture on its head:
flip teaching in the university classroom

Alison Campbell1 & Kevin Gould2

Flipping lectures is
harder than it looks
(FYBEC 2011)

© THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO 15 October 2012 1

„Flipping‟ lectures – treating lectures as really, really
large tutorials, where the students do the work.

Opportunities for active learning.

Necessary content as reading assignments (or from
prior lectures).

© THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO 15 October 2012 2

Research-based, has positive impact on students‟ learning

e.g. Deslauriers L., Schelew E., & Wieman C. (2011).
Improved learning in a large-enrolment physics
class. Science (New York, N.Y.), 332 (6031), 862-4
PMID: 21566198

© THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO 15 October 2012 3

Control classes ‘Flip’ class
Attendance 55-57% 75%
Engagement 45% 85%
Test before (mean) 47% 47%

Test after (mean) 41% 74%

77% felt that they‟d learn more if the entire
first-year physics course was taught that way.

(from: Deslauriers, Schelew & Wieman, 2011)

© THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO 15 October 2012 4

Haak D.C., HilleRisLambers J., Pitre E., &
Freeman S. (2011). Increased structure and
active learning reduce the achievement gap
in introductory biology. Science (New
York, N.Y.), 332(6034), 1213-6
25.00% PMID: 21636776

20.00%
fail rate, Caucasian
15.00% & non-Caucasian students
Haak et al. (2011)
10.00%

5.00%

0.00%

© THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO 15 October 2012 5

Their study looked at the impacts of:

Original teaching style: traditional lecture format.

First „treatment‟: lectures plus daily MC questions & weekly
practice tests.

Second „treatment‟: no lectures: pre-class reading
quizzes, daily MC questions, weekly practice
tests, extensive group work in class.

© THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO 15 October 2012 6

“The highly structured [third] approach resulted in another
increase in overall performance by all students, compared
with the low-structure, lecture-intensive course with no
required active learning and the moderate-structure design
based on clickers and a weekly practice exam.”

“… although all students benefit from [highly structured
teaching], [non-Caucasian] students experience a
disproportionate benefit.”

from Haak, HilleRisLambers, Pitre, & Freeman (2011).

© THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO 15 October 2012 7

© THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO 15 October 2012 9

© THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO 15 October 2012 10

© THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO 15 October 2012 11

© THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO 15 October 2012 12

How did students perceive this form of learning?
Please comment on the „design-a-plant‟ and „design-an-animal‟
exercises – what was their impact on your understanding of plant &
animal form & function?

These were great as it
put to work what had
been learned (or not) &
gave me a better idea of
I found these to be a
how many things are
waste of a lecture as they
interrelated.
didn‟t enhance my Good – maybe
understanding at all. could be mini-
assignments or
done in tuts to not
use up lecture
time?

© THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO 15 October 2012 13

Very helpful way to use
the information we had
acquired. Helped to back
up my understanding Positive impact on
understanding of
concepts.

Very
useful, reinforces
previous
knowledge &
lectures in a fun
way. Helpful and fun. Made
you really think about
Able to comprehend the environmental
suitable life-forms factors affecting
applicable to given animal/plant design.
environments and utilise
the info learned in lectures
in a practical manner.

© THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO 15 October 2012 14

What else do students gain?

• Peer-assisted learning

• Practice at written & oral communication of ideas

• Group work

© THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO 15 October 2012 15

But remember to:
• Plan carefully.

• Explain carefully what you are going to do, and
why.

• Assess learning appropriately.

© THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO 15 October 2012 16

So, why not give
flip teaching a go?

© THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO 15 October 2012 17

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