This document discusses the "Classroom Flip" model for moving from a teaching model to a learning model in the classroom. It proposes delivering lecture content online for students to study outside of class, freeing up class time for active learning activities. The document outlines goals of this model and features of course management systems that can help implement strategies to address common needs like increasing student motivation, developing unique instructional capabilities, and supporting new approaches. It provides examples of how instructors can use course management systems to meet needs like demonstrating processes, allowing self-assessment, and incorporating more discussion. The document encourages participants to identify a need and strategy for their teaching and skills to develop to implement it using a CMS.

1. The Classroom FlipThe Classroom Flip
Dr. Mike Tenneson
Professor of Biology
Dr. Bob McGlasson
VP for ITS, Associate Professor
Missouri Teaching and Learning Mentor Program
Fontbonne University, April 20, 2006

2. Acknowledgements
• J. Wesley Baker, Ph.D.
– Distinguished Professor of
Communication Arts
– Cedarville University

3. 1 Minute Notation
• Identify a frustration you have in
your teaching or with your students’
learning.
• On a sheet of paper, finish the
sentence:
“If I could fix one thing in my
classes, it would be…”

4. Bold Sharing
So – what are some of theSo – what are some of the
needs that you identified?needs that you identified?

5. Four Categories of Common
Findings:
1. Student Motivation
2. Unique instructional capabilities
3. Support for new instructional
approaches
4. Increased teacher productivity

6. Student Motivation
• I need to capture the interest of
my students.
• I want students to have a greater
sense of control over their
learning.
• My students aren’t prepared for
class discussion because they
haven’t kept up with the textbook
reading.

7. Unique Instructional
Capabilities
• I need to be able to demonstrate
processes.
• My students need access to extra
resources to update or expand on
what the text offers
• I would like students to track their
progress in the course.

8. Unique Instructional
Capabilities
• My students need to be able to
assess their understanding of the
content.
• I would like to provide students with
more immediate feedback of their
work.
• My students need to spend “more
time on task” practicing a skill.

9. Support For New
Instructional Approaches
• I would like to reduce the amount
of time spent in class on
lecturing without sacrificing
coverage of the content.
• My students need opportunities for
continuing discussion for peer
learning.

10. Support For New
Instructional Approaches
• I would like to help my students
focus more on understanding
and application, rather than “will
this be on the test?”
• I would like to give my students a
greater sense of responsibility for
their learning.

11. Increased Teacher
Productivity
• I would like to do more activity-
based learning in class, but I have
a lot of material I need to cover.
• I would like students to have more
frequent grade updates.

12. So – in what category would youSo – in what category would you
put your need?put your need?

13. Application -
Faculty are encouraged to move
from a teaching model to a
learning model – but how do you
do that in your class?

14. How do you, as a faculty member
at an institution that emphasizes
teaching, move from “the sage
on the stage” to the “guide on
the side”?

15. How do we reach this new
generation of learners?

16. The Net Generation
• Highly deviced
• Highly networked
• Highly interactive
• Highly social

17. Media saturated lives
(8-18 year olds)
• 6:21 hours with media per day
• 26% of the time kids use more
than 2 media simultaneously
• 3:51 tv/video per day
• 1:44 music per day
• 1:02 using computer other than for
school work
• 49 minutes playing video games
• 43 minutes of recreational reading
– Kaiser Family Foundation, 2005
http://www.kff.org/entmedia/upload/Executive-Summary-Generation-M-Media-in-the-Lives-of-8-18-
Year-olds.pdf

18. The Students
• To them…computers aren’t
technology
• Multi-Tasking
• “Reality” is more and more a
meaningless term

19. What We Know
about Successful Learning
• Active
• Contextual
• Engaged
• Interactive
• Social

21. So to address these needs – we try
to open up class time for active
learning strategies…..
“but how do I do that and still
provide the same coverage of the
content?”

22. The “Classroom Flip”The “Classroom Flip”
ModelModel
J. Wesley Baker (2000)
Ameritech Faculty Development Technology Program

23. Goals of the Classroom Flip
Model
• Find an approach that would make
it possible for faculty to move from
sage to guide.
• Reduce the amount of time spent in
class on lecturing, opening up class
time for the use of active learning
strategies.

24. Goals of the Classroom Flip
Model
• Focus more on understanding and
application than on recall of facts,
while not sacrificing presentation of
the factual base.
• Provide students with more control
over their own learning.

25. Goals of the Classroom Flip
Model
• Give students a greater sense of
their own responsibility for their
learning.
• Provide students with more
opportunities to learn from their
peers.

26. Flip What?
The model seeks to accomplish these
goals by “flipping” what traditionally
has been done inside and outside
the classroom – deliver rote lecture
content online for students to study
outside of class and use the time
opened up in the classroom for
learning-based activities.

27. Move lecture material
out of the classroom
through online
delivery.
Extend conversation
outside of class
through threaded
discussion
Move “homework”
into the classroom
where the
instructor can
serve as “guide.”
Use opened up
time for discussion
and practice.

28. How?
1. Determine a goal you would like to
achieve in your teaching and/or your
student’s learning.
2. Develop an instructional strategy to
accomplish your goal.
3. Select an element of a CMS that can
be used for this strategy.
4. Identify the skills in the use of a CMS
that you need to develop in order to
implement the strategy.

29. So, why use a CMS?

30. Features of a CMS
• Course ContentCourse Content
– Web Pages
– Multiple media
sources
– Student use is
recorded
– Can link to:
• Objectives
• Student Notes
• Discussion
• Benefits
– Not restrained by
class time
– Can link to external
resources
– Statistics on student
use available
– Increased time in-
class for application
and discussion

31. Features of a CMS
• Online DiscussionOnline Discussion
– Synchronous (Chat)
– Asynchronous
(Discussion Board)
– Features:
• Automatically
created by CMS
• Messages archived
• Public/Private
• With
names/anonymous
• Benefits
– 100%participation
– “Voice” to the silent
students
– Thoughtful, articulate
responses
– “Time on Task” with
content
– Transcript available
for review

32. Features of a CMS
• Online QuizzesOnline Quizzes
– Question types:
• T/F, Multiple
Choice, Fill in the
Blank, Short
Answer, Matching
– Set time available
– Question pool
– Automatic grading
– Set feedback
– Allow multiple
attempts
• Benefits
– Holds students
accountable for
reading
– Saves class time
– Provides immediate
feedback
– Can repeat for
mastery

33. NEEDSNEEDS
INSTRUCTIONALINSTRUCTIONAL
STRATEGIESSTRATEGIES
HOW CAN A CMS HELP?HOW CAN A CMS HELP?

34. Some Examples…

35. Student Motivation
• Need
– I need to capture the interest of my students.
– I want students to have a greater sense of control
over their own learning.
• Strategy
– Provide a rich environment in which students can
pursue their own interests and which accommodates
different learning styles.
• CMS
– Extensive online material in Course Content areas
including resource material and links to online
sources for students to follow if interested.

36. Student Motivation
• Need
– My students aren’t prepared for class discussion
-they haven’t kept up with the textbook reading.
• Strategy
– Use pre-tests over the text readings.
– Encourage their engagement with the readings
through discussion of key points with classmates.
• CMS
– Online quizzes can be set up to be made available
right up to the time class starts. Students must
read and take the quiz before class.
– Discussion groups set up and use the Discussion
Board to discuss text reading.

37. New Instructional Approaches
• Need
– I would like to reduce the amount of time spent on
lecturing without sacrificing content coverage.
• Strategy
– Deliver the content online for the students to study
outside of class.
• CMS
– Course Content area with web pages, Powerpoint
presentations, learning objects, etc.

38. Unique Instructional
Capabilities
• Need
– I need to be able to demonstrate processes
• Strategy
– Use a variety of multimedia available for creating a
demonstration
• CMS
– Media delivered in the Course Content areas (make
your own or go to a Learning Object Repository)

39. Unique Instructional
Capabilities
• Need
– My students need to be able to assess their
understanding of the content
• Strategy
– Provide student self-assessment and immediate
feedback
• CMS
– Online quizzes and student self-assessment
questions allow students to check their understanding
and receive immediate feedback – including
suggestions for further study

40. Unique Instructional
Capabilities
• Need
– I would like to provide students with more immediate
feedback on their work
• Strategy
– Provide student self-assessment and immediate
feedback
– Use electronic assignment submission
• CMS
– Online quizzes and student self-assessment
questions
– Digital Dropbox allows students to submit
assignments and receive them back with comments

41. New Instructional Approaches
• Need
– My students need opportunities for continuing
discussion for peer learning.
– I want to provide students with more opportunities for
peer learning.
• Strategy
– Small group discussions, more partner/team-based
projects, assign students or teams report topics then
ask other students to ask questions and comment.
• CMS
– Online Discussion Board, Group Areas, Virtual
Classroom (chat).

42. New Instructional Approaches
• Need
– I would like to move from reception learning to
discovery-based learning
– I would like to help my students focus more on
understanding and application, rather than “will this be
on the test?”
• Accomplished
– Active learning strategies in class, provide opportunity
for 100% participation in discussion, interactive
materials to content, student self-assessment
• CMS
– Online Discussion, super-charged Course Content,
Online Quizzes

43. Increased Teacher Productivity
• Need
– I would like to do more activity-based learning in class,
but I have a lot of material I need to cover.
– More frequent grade updates
• Strategy
– Deliver the content in a multimedia online for the
students to study outside of class
– Provide up-to-date grade reports to students 24/7
• CMS
– Course Content section
– Use online gradebook, tracking and report functions

44. Here we go again… more
interaction….
So look back at the need that you identified
earlier and think about some of the
instructional strategies we have talked
about.
Identify how you could use a CMS to meet
that need and identify what skills you
need to develop or software you need to
learn.

45. Make that your professionalMake that your professional
development goal for this year!development goal for this year!

46. Resources
Educating the Net Generation http://www.educause.edu/Educatingthe
NetGeneration/5989
Learning Object Repositories
NWMSU Center for Information Technology in Education
(http://cite.nwmissouri.edu/nworc/)
MERLOT (http://www.merlot.org)
Wisc-Online Learning Object Repository (http://www.wisc-online.com)
Campus Alberta Repository of Educational Objects (http://www.careo.org)
EOE (http://www.eoe.org)
NMC Listing of Repositories (http://www.nmc.org/projects/lo/repositories.shtml)
ExploreLearning Gizmos (http://www.explorelearning.com)

47. bmcglasson@sbuniv.edu
tennesonm@evangel.edu