The flipped classroom in action
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Observation of a flipped classroom
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The flipped classroom in action
- 1. THE FLIPPED CLASSROOM IN ACTION Observation of Classroom Activity
- 3. FLIPPED CLASSROOM MODEL • Blackboard Lecture Content • “Rules for Engagement” • Prepared Folders • Prepared Room • Small Groups • Folder with Topic • Discuss and Prepare Presentation • Present Findings • Reflection on Activity • Complete Survey
- 4. RECOMMENDATIONS • Short Quiz over materials and “Rules of Engagement” • Use the Blackboard features • Mark Reviewed (student) • Track (instructor) • Print “Ticket” for class • Game (quiz) at class start (Kahoot) Any recommendations from you? Have you tried anything that you found successful?
- 5. SURVEY FOR STUDENT FEEDBACK Did you read the Rules of Engagement before coming to class? If not, why not? Choose one or more /No Time /couldn’t locate /thought it was optional /other Do you think you were prepared for the class? Did you read the articles assigned prior to class? Did you enjoy the experience of working in groups and the presentations? Did you understand what you were supposed to be doing in class? Did you feel confused about the purpose of the activity? I would rather just sit and listen to a lecture. Yes/ No I found this class engaging. Yes/ No Any questions you’d like to ask?
Editor's Notes
- I attended Dr. Irene Bober-Mokens class and was able to observe a wonderful example of how the flipped classroom works. Dr. Bober-Moken attended our flipped classroom workshop and I was able to see first-hand she incorporated some of the techniques we taught during the workshop into her practice.
- This photo shows the class I observed. As you can see, it was a rather large class and wasn’t in an ideal room because the seat are fixed.
- As you can see from this illustration of the Flipped Classroom model, rather than giving a lecture during class-time, Dr. Bober-Moken flipped her lesson. Before the students came to campus, she added the content of the lecture to Blackboard. In this case she added various articles about ethics in dentistry. Students were told to read the articles before coming to class. They were also told to prepare for the live class session prior to coming to class by reading the “Rules of Engagement” handout that spelled out what they would be doing when they arrived. During class, she had them break into small groups. Each group was given folder with a topic for discussion that they would present to the class. They were given a marker and a dry-erase Marker board to write notes. [There was some confusion at the point where students were to break into groups – Dr. Bober-Moken told me that it was obvious that the students had not read the rules of engagement handout. I also observed students who expressed confusion about what was going on. Later on we will discuss some of the things that she might have done to prevent this confusion] Once the students found there groups and had a chance to review their assigned topic, they began to discuss the articles and formulate a presentation based on some guidelines that she had given them – including selecting a person to present. During this time, Dr. Bober-Moken walked around and listened to the groups’ progress, interjected when needed, or answering questions as they arose. She allowed the groups to work together for a while and then told them that they could all return to their seats –except for the group presenters – who came to the front of the room. I was extremely impressed with the quality of the presentations. It was apparent that there was a lot of critical thinking involved and that real collaborative learning was taking place. It was also exciting to see how well the class was attending to the speakers who were presenting – even though it was an early morning class. I had a chance to speak to Dr. Bober-Moken while the students were working in the groups and I told her how impressed I was. She had expressed reservations at the beginning, but I think she too was very impressed with how well the experiment worked! I told her that I would be interested in getting some student feedback – she was agreeable to the idea. I was very impressed with the way the students began to work together – they did seem to have read the articles and the focused in on the topic assigned to them. As you can see from the photo, everyone seemed very engaged and active – which is one of the main goals of the flipped classroom. During this time, Dr. Bober-Moken walked around and listened to the groups’ progress, interjected when needed, or answering questions as they arose. She allowed the groups to work together for a while and then told them that they could all return to their seats –except for the group presenters – who came to the front of the room. I was extremely impressed with the quality of the presentations. It was apparent that there was a lot of critical thinking involved and that real collaborative learning was taking place. It was also exciting to see how well the class was attending to the speakers who were presenting – even though it was an early morning class. As for AFTER class- When the presentations had concluded, Dr. Bober-Moken told the students that this method of teaching was a bit new and might be unfamiliar to them but she thought that it was a good alternative to a long boring lecture. She said that she would be offering an anonymous survey that she hoped they would take to see how they felt about the experience so that she could decide if this teaching method was one she would repeat – or that they liked. (I am attaching the types of questions I would like to ask below)
- I thought that the flipped classroom experiment worked very well and was so happy that I was able to attend the session and see the practical application of some of the practices we have espoused in our workshops. I do think that there are a few things that we could suggest that might help faculty in the future. One of Dr. Bober-Moken’s concerns was that the students were not prepared because they had not read the Rules of Engagement. I suggested to her, that it might be beneficial to create a short quiz that would create a printable certificate that could be used as a “ticket” to participate in the activity. This might encourage more preparation on the students’ part. However, I told her that she should keep in mind that this is the first time many of these students have ever experienced anything like this – considering that – I think I was a successful learning experience.