This document discusses the theory and practice of flipped classrooms based on literature and examples. It defines flipped classrooms as shifting from traditional lectures to active learning during face-to-face class time after students are first exposed to content outside of class. Several studies show improved exam performance and student perceptions with flipped models in statistics, economics, and calculus courses, though preparation outside of class was sometimes lacking. Open questions remain around large-scale implementation, measuring success, and whether readily available technologies are suitable for all mathematics teaching.
"The effects of flipped classroom on learning effectiveness: using learning ...eraser Juan José Calderón
"The effects of flipped classroom on learning effectiveness: using learning satisfaction as the mediator" de Pao-Ching Lin & Hai-Ming Chen. Tamkang University. New Taipei City, Taiwan. Revista World Transactions on Engineering and Technology Education 2016 WIETE, Vol.14, No.2, 2016.
‘Flipping’ a classroom has become a popular buzzword in recent years, originally used as a way for students who missed a class to catch up on lecture content. The concept has rapidly evolved and the flipped classroom can now be described as a reversal of traditional teaching where students access materials before class (readings, lecture videos, etc.) so that the class time can be devoted to deeply understanding the content through strategies such as problem-solving, discussion or debates.
In these slides, Ann offers up a model of learning activities that can help you get started, discusses the 4 golden rules of a flipped classroom and concludes with some practical tips from a teacher.
How the Centre for Innovation in Higher Education (CIHE) drives and enhances multi-disciplinary pedagogic innovation
Presented at the Advance HE Teaching and Learning Conference 2-4 July 2019 by Dr Simon Pratt-Adams (Director of CIHE), Dr Emma Coonan (Research Fellow, CIHE), Dr Paul Dyer (Senior Lecturer in Biomedical Science, Anglia Ruskin University), David Jay (Language Skills Tutor, Anglia Ruskin University), Sarah Etchells (Acting Director of Studies, Anglia Ruskin University) and Paul Driver (Learning Technologist, Anglia Ruskin University).
"The effects of flipped classroom on learning effectiveness: using learning ...eraser Juan José Calderón
"The effects of flipped classroom on learning effectiveness: using learning satisfaction as the mediator" de Pao-Ching Lin & Hai-Ming Chen. Tamkang University. New Taipei City, Taiwan. Revista World Transactions on Engineering and Technology Education 2016 WIETE, Vol.14, No.2, 2016.
‘Flipping’ a classroom has become a popular buzzword in recent years, originally used as a way for students who missed a class to catch up on lecture content. The concept has rapidly evolved and the flipped classroom can now be described as a reversal of traditional teaching where students access materials before class (readings, lecture videos, etc.) so that the class time can be devoted to deeply understanding the content through strategies such as problem-solving, discussion or debates.
In these slides, Ann offers up a model of learning activities that can help you get started, discusses the 4 golden rules of a flipped classroom and concludes with some practical tips from a teacher.
How the Centre for Innovation in Higher Education (CIHE) drives and enhances multi-disciplinary pedagogic innovation
Presented at the Advance HE Teaching and Learning Conference 2-4 July 2019 by Dr Simon Pratt-Adams (Director of CIHE), Dr Emma Coonan (Research Fellow, CIHE), Dr Paul Dyer (Senior Lecturer in Biomedical Science, Anglia Ruskin University), David Jay (Language Skills Tutor, Anglia Ruskin University), Sarah Etchells (Acting Director of Studies, Anglia Ruskin University) and Paul Driver (Learning Technologist, Anglia Ruskin University).
Presentation from the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013. Conducted by Dr Ayona Silva-Fletcher, Kirsty Magnier, Kim Whittlestone and Stephen May (Royal Veterinary College. Keynote videos, seminar audio and other resources from the event are available at www.cde.london.ac.uk.
Exploring the Learning Outcomes of a Flipped Learning Methodology for Post-Se...Rich McCue
The concept of flipped learning has received significant attention in recent years. In a flipped learning methodology, students view instructional videos and complete related assignments before class, so that face-to-face time with the instructor can be spent applying the knowledge and skills they were introduced to in the pre-class assignments. This study aims to determine the effectiveness of a flipped learning method for teaching information literacy (IL) skills to undergraduate students compared to a traditional teaching method where the majority of face-to-face time is spent instructing. To evaluate this, a mixed methods research design was used, where results from qualitative interviews helped explain findings from test data, assignment completion data, and major paper rubric data. The IL tests resulted in a small but insignificant test score improvement for flipped participants. Interviewed flipped participants reported mainly positive feelings toward flipped learning, whereas all flipped ESL interviewees related strong positive feedback towards flipped learning.
Common-Sense Approaches to Math Curriculum and Assessment SuccessDreamBox Learning
Learn how to equip educators and students for success at a time when schools are being asked to do more with less—while meeting new math standards. Practical considerations and strategies will be addressed by our panel of math experts, who will discuss important topics in mathematics education and field audience questions throughout the session. They'll share insights about current trends and issues in mathematics education related to curriculum, assessment, and instruction that are applicable in all states and schools. Join the conversation as they take a bird's eye view while also sharing on-the-ground classroom strategies and ideas for supporting increased achievement for all students. Key discussion topics include:
• Current trends and issues in math curriculum and instruction
• Formative and Summative Assessments
• Strategies to support achievement for all student populations
Presenters:
Joanna Bannon, assistant coordinator of K-12 Instructional Services, West Allis-West Milwaukee School District, Wis.
Francis (Skip) Fennell, past president of NCTM and professor at McDaniel College
Moderator:
Tim Hudson, senior director of curriculum design, DreamBox Learning
The Practical Guide to Flipping Your Classroom - An eBook by the Panopto Vide...Panopto
In the last decade, academic institutions at all levels have begun introducing non-traditional pedagogies that combine traditional brick-and-mortar teaching with online, on-demand learning.
Among all of the approaches to this “blended learning,” one has garnered more media attention, reported more tangible results, and gained the support of more educators than any other — the flipped classroom.
In just the last four years, flipping the classroom has evolved from an obscure experiment to a mainstream model for improving the student learning experience in universities and school districts around the world.
But just what is a flipped classroom?
How do teachers prepare to flip a class?
How do they create flipped lecture materials and structure in-class time?
And how do they know if all their efforts were worth it?
Just in time for the new school year, we’ve developed the definitive guidebook for any teacher, professor, or administrator interested in flipping their classrooms.
The Practical Guide to Flipping Your Classroom covers everything from what questions educators can expect when flipping a class, to how to plan for interactive learning sessions and even what to look for in video equipment.
It's time for change from traditional lecture to flipped learning modelAlfredo Prieto Martín
We discuss the reasons for urgent change of our model of university learning. We show results of five years of flipped model in spanish university courses
By Jennifer Spohrer, Bryn Mawr College for the e-Learning 2.0 Conference, March 29, 2012. In this presentation, Jennifer Spohrer addresses this research question: Can we use a blended learning approach to improve learning outcomes in introductory STEM courses?
E-Learning Development Team Lunchtime Webinar (2 November 2015, University of York). This presentation explores concepts of flipped classroom / flipped learning design. Drawing upon literature for definitions and case studies of different learning design models. This 'design' presentation will be followed up with technical advice later in the year. The intended audience is higher education lecturers.
Presentation from the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013. Conducted by Dr Ayona Silva-Fletcher, Kirsty Magnier, Kim Whittlestone and Stephen May (Royal Veterinary College. Keynote videos, seminar audio and other resources from the event are available at www.cde.london.ac.uk.
Exploring the Learning Outcomes of a Flipped Learning Methodology for Post-Se...Rich McCue
The concept of flipped learning has received significant attention in recent years. In a flipped learning methodology, students view instructional videos and complete related assignments before class, so that face-to-face time with the instructor can be spent applying the knowledge and skills they were introduced to in the pre-class assignments. This study aims to determine the effectiveness of a flipped learning method for teaching information literacy (IL) skills to undergraduate students compared to a traditional teaching method where the majority of face-to-face time is spent instructing. To evaluate this, a mixed methods research design was used, where results from qualitative interviews helped explain findings from test data, assignment completion data, and major paper rubric data. The IL tests resulted in a small but insignificant test score improvement for flipped participants. Interviewed flipped participants reported mainly positive feelings toward flipped learning, whereas all flipped ESL interviewees related strong positive feedback towards flipped learning.
Common-Sense Approaches to Math Curriculum and Assessment SuccessDreamBox Learning
Learn how to equip educators and students for success at a time when schools are being asked to do more with less—while meeting new math standards. Practical considerations and strategies will be addressed by our panel of math experts, who will discuss important topics in mathematics education and field audience questions throughout the session. They'll share insights about current trends and issues in mathematics education related to curriculum, assessment, and instruction that are applicable in all states and schools. Join the conversation as they take a bird's eye view while also sharing on-the-ground classroom strategies and ideas for supporting increased achievement for all students. Key discussion topics include:
• Current trends and issues in math curriculum and instruction
• Formative and Summative Assessments
• Strategies to support achievement for all student populations
Presenters:
Joanna Bannon, assistant coordinator of K-12 Instructional Services, West Allis-West Milwaukee School District, Wis.
Francis (Skip) Fennell, past president of NCTM and professor at McDaniel College
Moderator:
Tim Hudson, senior director of curriculum design, DreamBox Learning
The Practical Guide to Flipping Your Classroom - An eBook by the Panopto Vide...Panopto
In the last decade, academic institutions at all levels have begun introducing non-traditional pedagogies that combine traditional brick-and-mortar teaching with online, on-demand learning.
Among all of the approaches to this “blended learning,” one has garnered more media attention, reported more tangible results, and gained the support of more educators than any other — the flipped classroom.
In just the last four years, flipping the classroom has evolved from an obscure experiment to a mainstream model for improving the student learning experience in universities and school districts around the world.
But just what is a flipped classroom?
How do teachers prepare to flip a class?
How do they create flipped lecture materials and structure in-class time?
And how do they know if all their efforts were worth it?
Just in time for the new school year, we’ve developed the definitive guidebook for any teacher, professor, or administrator interested in flipping their classrooms.
The Practical Guide to Flipping Your Classroom covers everything from what questions educators can expect when flipping a class, to how to plan for interactive learning sessions and even what to look for in video equipment.
It's time for change from traditional lecture to flipped learning modelAlfredo Prieto Martín
We discuss the reasons for urgent change of our model of university learning. We show results of five years of flipped model in spanish university courses
By Jennifer Spohrer, Bryn Mawr College for the e-Learning 2.0 Conference, March 29, 2012. In this presentation, Jennifer Spohrer addresses this research question: Can we use a blended learning approach to improve learning outcomes in introductory STEM courses?
E-Learning Development Team Lunchtime Webinar (2 November 2015, University of York). This presentation explores concepts of flipped classroom / flipped learning design. Drawing upon literature for definitions and case studies of different learning design models. This 'design' presentation will be followed up with technical advice later in the year. The intended audience is higher education lecturers.
Swinburne Student Survey on Educational Technology Expectationsloch_b
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I will show results from a survey of Swinburne students on their expectations, and actual experiences of technology use for teaching and learning at Swinburne. This is a joint study with Dr Lisa Germany (VU) and Dr Therese Keane (FSET).
DONATE RS 2100 TO SANSTHAN GET INCOME TAX REBATE UNDER SECTION 80(D) , REFFER 2 PERSON GET 1600 RS BACK, RS 22 CRORE FROM 11 FLOOR, H.O. IS IN JAIPUR,MEHDIPUR BALAJI, TOTAL 11 ASHRAM DHARAMSHAALA , GUEST HOUSES, AND GAUSHAALA IN MEHDIPUR BALAJI. NOTE--- FROM EACH ID 1600 RS DISTRIBUTED IN NETWORK TO COLLECT THE DONATION REMAINING 500 RS GOES TO SANSTHAN FOR SOCIAL WORK, VISIT www.srisaisevasansthan.com call 9545762915 Send me your mail id for PPT
This presentation shared what neuroscience, cognitive science, and biology have to tell us about developing a learner centered approach to teaching. Originally presented at the Upper Peninsula of Michigan Conference on Teaching and Learning, May 11, 2018.
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To promote student learning and engagement in an active learning environment, and make math more meaningful, hands-on activities can be incorporated into the traditional lectures. The presenter shared some active learning strategies and activities to be incorporated into the math classrooms to promote student engagement and learning.
Flipped classroom - A quick guide to concepts and practice Richard Grieman
Flipped classroom, inverted classroom, blended classroom, flipped class, inverted class, flipped class basics, how to flip a class, how to flip a classroom, flipped class guide, flipped classroom guide, flipped classroom basics, experience with flipped classroom, experience with flipped classes, what is a flipped class, what is a flipped classroom, partially flipped classes, tools needed to flip a class, examples of flipped classroom, examples of flipped classes, flipped classroom design, designing a flipped class, designing a flipped classroom, curriculum,
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Theory/literature vs practice - the flipped classroom
1. Birgit Loch
Department of Mathematics
Swinburne University of
Technology
bloch@swin.edu.au
Theory vs. Practice in the
flipped classroom
2. Literature/theory vs. Practice
• What is the flipped classroom?
• Is there evidence that it works? From the
literature.
• What are the implications for mathematics
teaching and learning in the age of MOOCs and
blended learning?
2Theory vs. Practice in the flipped classroom
3. What is a flipped classroom?
• Face to face (FTF) time with students is
structured around active learning tasks
• Students no longer just listen and take notes in
FTF classes (no more traditional lectures)
• Shift from teacher-centred to student-centred
learning environment
• Students are first exposed to concepts before
they come to FTF classes
• Students take ownership of their learning
Theory vs. Practice in the flipped classroom 3
4. What is active learning?
• Prince (2004) defines active learning as “any
instructional method that engages students in
the learning process”
• The expectation is that classroom time is used
more effectively and focus is placed on
developing a deeper understanding rather
than the shallow repeating of material from a text
book.
M. Prince. (2004). Does Active Learning Work? A Review of the Research.
Journal of Engineering Education, 93(3): p. 223-231
Theory vs. Practice in the flipped classroom 4
5. What is a flipped classroom?
Often:
• Multimedia material is provided online
before class (“blended learning”)
• Students collaborate in class (peer-
instruction)
• Instant feedback (e.g. via clickers)
Important: careful alignment of all online
and FTF learning experiences!
Theory vs. Practice in the flipped classroom 5
6. What forms can a flipped
classroom take?
They all have in common an active learning environment
Otherwise:
• Lecture, tutorial, online class
• Small - large enrolments
• Some traditional lecturing - none
• Lots of videos – none; technology – or none
• New learning spaces – or no change
• There is no one right way of flipping – it depends on
circumstances such as learning spaces, financial
situation, teaching and tutoring staff skills, student
needs, content, year level, university/faculty direction
Theory vs. Practice in the flipped classroom 6
7. Key elements of the flipped
classroom
1. Provide an opportunity for students to gain first
exposure prior to class.
2. Provide an incentive for students to prepare for
class.
3. Provide a mechanism to assess student
understanding.
4. Provide in-class activities that focus on higher
level cognitive activities.
Brame, C., (2013). Flipping the classroom. Retrieved Sunday, June 22, 2014 from
http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom
Theory vs. Practice in the flipped classroom 7
8. Good Practice from the most
successful flipped classrooms
• Pre-lecture activities must be made by the
instructor
• Students must be held accountable for
completing pre-lecture activities
• Time vacated by lectures must be
replaced with active learning exercises
with full participation of the instructor
S. Bagley (2014). A Comparison of four Pedagogical Strategies in Calculus. RUME 2014
Theory vs. Practice in the flipped classroom 8
9. Is there evidence that it works?
Flipping stats lectures (UWA)
• Students read through material before class,
online quiz
• Tutorials, labs (smaller)
• Lectures: audience response system
• Group discussions, peer instruction
• Evidence: increased attendance, improved exam
performance, more top performers
R.N. Khan. (2013). Teaching First-Year Business Statistics Three Ways. Proceedings of Lighthouse
Delta 2013. & fyimaths presentation, June 2014
Theory vs. Practice in the flipped classroom 9
10. Flipping lectures (Auckland Uni)
• Students work through material before class,
prepare for debate
• Small group discussions in lecture, class
debates (Tanya’s vs Julia’s teams, comparing
methods), trialed for one topic
• Evidence: student perception (helped, but not
preferred approach), most students did not
prepare?
Theory vs. Practice in the flipped classroom 10
11. The LaTrobe tutorial model
• Board tutorials
• Learning space: No seats, no tables
• No student preparation required
• Group work, learning from other students,
communication skills
• Evidence: students engaged, tutorial attendance
higher. Spread to other universities.
K.A. Seaton, D.M. King & C.E. Sandison (2014) Flipping the maths tutorial: A tale of n
departments. AustMS Gazette, 41 (2)
Theory vs. Practice in the flipped classroom 11
12. Does it work for large classes?
• Introductory economics, 3500 students per year
• Personal response systems or group work
• Videos before class, >30 per semester, 10-25 mins
• 160 hours of instructor time to record videos
• “not all students have good time management skills”
• Evidence: 80% of students prefer flipped to traditional
lectures. Improved exam performance?
R. Rossiter & B. Cao (2013). Large Enrollment University Classes: Can They Be
Flipped? NSS Proceedings. Las Vegas
Theory vs. Practice in the flipped classroom 12
13. Comparison of four strategies
for calculus teaching
1. Traditional lecture
2. Interactive student-centred lecture
3. “Inverted classroom”
4. Interactive student-centred technology-intensive
lecture (applets from Geometer’s Sketchpad)
• Curriculum “too much, too fast”?
• Evidence: No statistically significant difference in exam
results
S. Bagley (2014). A Comparison of four Pedagogical Strategies in Calculus. RUME 2014
Theory vs. Practice in the flipped classroom 13
14. Flipping Calculus
Comparison of two streams of the same unit
• One chapter flipped, the rest traditional vs all traditional
• 15 mins of video before each class
• Entrance quiz at start of class, linked to video; group
work, problem solving tutorial style
• Significant time investment: 2.25 hours for each lecture
hour, to produce videos and quizzes
• 78% of students watched videos beforehand
Evidence: positive student comments, performance of
students 5% higher in flipped class
Jean McGivney-Burelle & Fei Xue. (2013). Flipping Calculus. PRIMUS: Problems,
Resources, and Issues in Mathematics Undergraduate Studies. Volume 23, Issue 5
Theory vs. Practice in the flipped classroom 14
15. Teaching methods comparison
in a large calculus class
• 100-200 students
• Pre-class reading, group discussions, clickers, reactive
lecture
Evidence: Improved student performance on conceptual
items, students more likely to connect procedures to new
ideas
• Question: Should assessment be modified to include
more “problems which combine procedural and
conceptual concepts in a decomposable way”?
W. Code et al. (2014). Teaching methods comparison in a large calculus class. ZDM
Mathematics Education
Theory vs. Practice in the flipped classroom 15
16. UQ: Exam revision sessions
• 100 student tablet screens, synchronisation
software
• Exam preparation session
• Evidence: student perception
Donovan, D. and Loch, B. (2013). Closing the feedback loop: Engaging students in large
first year mathematics test revision sessions using pen-enabled screens, IJMEST, Vol.
44, Issue 1, pp. 1-13.
Theory vs. Practice in the flipped classroom 16
involved
interactive
fun
useful
cool
17. Should we ask or should we tell?
• Meta-analysis of 225 studies on active learning vs
traditional lecturing in STEM disciplines
• Evidence: greatest effect size for smaller classes (<=50), but also
improvements for larger classes
> Students with traditional lectures 1.5 times more likely to fail
than students with active learning classes (33.8% vs 21.8%
failure rate)
> Average exam scores improved by 6%
“It is an open question whether student performance would increase as
much if all faculty were required to implement active learning
approaches”
Freeman et al. (2014). Active learning increases student performance in science,
engineering, and mathematics. Proceedings of the National Academy of Sciences
Theory vs. Practice in the flipped classroom 17
18. What are the implications for
mathematics teaching and learning?
• Some universities have mandated blended
learning.
• Swinburne Faculty of SET is next…
blended/flipped mode for first year units.
Curriculum design workshop to get the
blend right
• Removal of boards from teaching
spaces…mandated lecture recording
Theory vs. Practice in the flipped classroom 18
19. Some questions for the discussion
• What are your own experiences with flipping?
• How widespread is the drive to blended, flipped mode?
Who is driving?
• Have there been studies on the success of large scale
flipping?
• How is it resourced, and how does it fit individual’s
research agendas?
• Are readily available technologies suitable for maths
learning/teaching?
• How do we measure success of a flipped classroom?
• Have you considered the “flipped flipped classroom”?
Theory vs. Practice in the flipped classroom 19
20. More questions from
previous presentations
• What about the students who do not engage?
• What if a technology-free approach works really
well? Should you be forced to change?
• How much staff training is needed?
• What teaching/learning spaces do we need?
• Can we afford not to flip? MOOCs? OERs?
Teaching Mathematics with Technology 20
Editor's Notes
Note: no mentioning of technology here!
Note: no mentioning of technology here!
Note: no mentioning of technology here!
Why flip?
All previous examples were flipped
Yes, flipped tutes
Not maths…
Inverted = videos to watch beforehand, problem solving in small groups in class
What do we accept as evidence? How do we measure?
Reactive = responding to comments or issues arising from pre-class and in-class activities