Workshop on the flipped classroom.

1. THE FLIPPED CLASSROOM
Professor Kristen Sosulski, Ed.D
Director of Education
W.R. Berkley Innovation Lab
New York University Stern School of Business
@sosulski ks123@nyu.edu kristensosulski.com

2. About Us
The Education Group @ The W.R. Berkley Innovation Lab partners
with the Stern faculty in the exploration of new models of teaching and
learning.
We partner with faculty and academic groups to advance the teaching and
learning activities within courses and programs through the purposeful use
of technology.

3. Driving questions
• What is the flipped classroom?
• How are lectures inverted?
• How are activities inverted?
• What are the benefits
• How do you create activities for the flipped
classroom?
• How do you create videos for the flipped classroom?
• Next steps…

4. 1) What is the flipped
classroom?

5. The flipped classroom is an educational approach to
teaching where the lecture and homework activities /
assignments are inverted.

6. Aim: To create a student-centered
classroom
Repurpose class time to enable students to:
• Work in teams on problems;
• Test their skills in applying knowledge learned in the online lecture;
and/or
• Participate in hands-on activities.

8. Roles of the student and professor
• Presenting
• Modeling
• Scaffolding
• Coaching
• Collaborating
• Watching
• Practicing
• Discussing
• Testing
What’s the role of the professor? What’s the role of the student?

9. Lectures are prerecorded for students to
watch in advance of class.
Intro Video Problem demonstration Student assignment
Video examples

11. 2) How are lectures
inverted?

12. Pre-recorded lectures take many forms.
Which one works best?

13. Pitfalls
• Creating a video lecture that is the length of a class session.
• Talking at the students.
• Showing a video of your talking head without additional illustrations.
• Reading off the slides.
• Ineffective communication of the expectations to students to watch the
video.
• Lack of organization or structure to the lecture.

14. Best practices
• Create concise mini-lectures. Define learning objectives and outcomes in
advance.
• Communicate most salient content for a single topic not all of the
content for entire class.
• Show rather than tell.
• Explain using examples, illustrations, and demonstrations.
• Design a two way experience using interactive elements (e.g. quizzes
with feedback, online discussions, and chats)

15. 3) How are activities
inverted?

16. Students are
working on
problems in-
class.

17. Students given
a business
scenario
Students work
in pairs
Professor
provides
feedback
Students
present
findings
Large Group
synthesis
Class sequence

18. For example….
• Students are provided with three business scenarios that ask them to
determine the optimal order quantity based on the concepts learned in
the mini-video lectures.
• Students work in pairs to discuss the three scenarios and propose
their solutions.
• The professor answers questions, provides feedback as students are
working to solve the scenarios.
• The professor selects a few student-pairs to present their findings.
• The class identifies misconceptions, pitfalls, and challenges. The
instruction clarifies misunderstandings and offers alternative examples.

19. The class activities are designed to
facilitate the following:
• Application of knowledge
presented in the lectures;
• Practice and problem solving
together;
• Feedback and discussion; and the
• Synthesis of findings as a class
with other students/professor.

20. 4) What are the
benefits?

21. The benefits of the flipped
approach
• Activities center on student learning and application of
knowledge over the dissemination of knowledge.
• Student questions and work drive the class discussions
• Instructors facilitate and to scaffold students learning
• Instructors can demonstrate expert problem solving to
novices.
• Students and faculty can witness and participate in the
learning process.

22. 5) How do you create
activities for the flipped
classroom?

23. A framework
• What are students learning about in
advance of class?
• What knowledge do you want them to
apply during class and after class?
How will they apply it? How will you
know they successfully learned the
material?
• Define student and instructor roles.

24. Examples
• Groups create/share Google docs & Wikis in real time
• Work out problem through student responses (clickers)
• Individual/group work with case studies/examples
• Group discussions / debate topic
*Instructor should act as guide, facilitator, or expert tutor*

25. 6) How do you create
videos for the flipped
classroom?

26. Video examples
• Video recording of talking head, animations, and slides (OPS)
https://youtu.be/kGPr9oeN0MQ
• Screen desktop screen recording with narration (IS)
https://youtu.be/LRmtHToodMc
• Screen recording of tablet with narration
(Stat)https://www.khanacademy.org/math/probability/independent-dependent-
probability/basic_probability/v/basic-probability
• Video recording of talking head, with some slides
(Finance)http://www.youtube.com/watch?v=D8RiedD03JQ&feature=youtu.be

27. How do you create videos in the flipped
classroom?
Videos should: plan content, consider interactive elements, include most salient
content

28. Video recording and editing tools
CAMTASIA STUDIO (PC) SCREENFLOW (MAC)
• Record on-screen activity, edit,
and share
• Record video (talking head)
and screen
• Edit your video
• Share with your students

29. Publishing your video: Video hosting platforms
• YouTube: youtube.com
• Vimeo: vimeo.com
• NYU Stream: www.nyu.edu/its/nyustream/

30. Publish on NYU Classes >
Lessons and embed your video!

31. Publish on NYU Classes >
Lessons

32. Publish on NYU Classes >
Lessons

33. Summary

34. The flipped classroom approach to
teaching offers faculty an opportunity
to redesign their teaching methods to
create student-centered classroom
experiences.

35. Next steps….
Schedule a follow-up appointment with the Education Group @ the W.R.
Berkley Innovation Lab
– Identify class session you wish to flip
– Define the learning outcomes and measurement / assessment
– Prepare your slides and talking notes
– Plan the in class activities
– Record a draft video
– Edit and deploy video
– Assemble lesson in NYU Classes

36. Phone: (212) 998-0070
Email: ilabed@stern.nyu.edu
Website: stern.nyu.edu/citl

37. z POSSIBLE

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