This document discusses flipping pedagogy and constructivist learning theories. It provides context on flipping pedagogy workshops and references several theorists including Piaget, Vygotsky, Posner, and Ausubel. Key constructivist concepts are explained, such as assimilation, accommodation, the zone of proximal development, and conceptual change theory. Factors that influence pedagogical decisions are outlined, including content, aims, and responsiveness to students. The document also discusses peer instruction techniques and decisions for implementing clicker questions in the classroom.

1. Flipping Pedagogy 101
Anna Wood
Vice-Phec 2015, Nottingham
Ross Galloway, Judy Hardy

2. Flipping Pedagogy 101
Leo Lionni, Fish Is Fish 1970

3. Leo Lionni, Fish Is Fish 1970
Flipping Pedagogy 101

4. Leo Lionni, Fish Is Fish 1970
Flipping Pedagogy 101

5. Flipping Pedagogy 101
● Context should determine pedagogy

6. R. Hake, Am. J. Phys. 66(1), 1998
Flipping Pedagogy 101

7. ● ¼ to ½ of instructors deviate
significantly from established design
of evidence-based teaching
approaches.
C. Henderson & M. Dancy, Phys Rev ST: PER 5, 020107, 2009
Flipping Pedagogy 101

8. Need to understand why not
just how.
'Tool kit' not a recipe
Flipping Pedagogy 101

9. Flipping Pedagogy 101
A. K. Wood, R.K.Galloway, C.Sinclair, J. Hardy, In preparation

10. Macro-scale factors:
Content, pedagogical aims, course structure,
assessments etc
● Micro-scale factors:
○ Responsivity to students’ needs in the moment
Flipping Pedagogy 101
Context is:

11. Flipping Pedagogy 101
● New understandings constructed
from existing understandings and
experiences.

12. Piaget, Swiss 1896-1980
● Assimilation
● Accommodation
● Equilibration
Flipping Pedagogy 101
=Constructivism

13. ● Assimilation
● Accommodation
+ Role of prior knowledge
Flipping Pedagogy 101
=Conceptual Change Theory
(Posner +Ausubel)

14. ● Dissatisfaction with existing
concepts
● New conception is intelligible
● New conception is plausible
Flipping Pedagogy 101
Conceptual Change Theory:
G. Posner, et al. "Accommodation of a scientific conception: Toward a
theory of conceptual change." Science education 66.2 (1982): 211-
227.
Accommodation happens when:

15. Flipping Pedagogy 101

16. Vygotsky: Russian 1896 – 1934
● Learners construct their own
meaning
● Learning happens twice:
through social interaction and
on individual level
Flipping Pedagogy 101

17. Flipping Pedagogy 101
Image from Wikipedia

18. Flipping Pedagogy 101
Zone of Proximal Development:
‘Distance between a child’s actual developmental
level as determined by independent problem solving
and the higher level of potential development as
determined through problem solving under adult
guidance or in collaboration with more capable
peers’

19. Flipping Pedagogy 101

20. PI Sections (according to Mazur, Schell)
1)Introduce Clicker Question
2)Students think individually
3)Students vote
4)Students discuss
5)Students vote again
6)Lecturer concludes
Flipping Pedagogy 101

21. Flipping Pedagogy 101
1) Asks for explanations of the answers that are
popular but wrong.
2) Asks for explanation for the correct answer.
3) Asks students to discuss again.
4) Students vote again (3rd) time.
5) Lecturer sums up, modelling expert thinking.

22. Decisions that need to be made
(from pre-workshop quiz answers)
What type of pre-lecture activities (reading/video)
Show results of vote after first vote
Interact with students during peer-discussion or
not?
Flipping Pedagogy 101

23. Flipping Pedagogy 101
Acknowledgements
● Hamish MacLeod
● Simon Lancaster
● @LTHEchat