How to approach the design of flipped classroom. Discuss the rational and motivation to adopt flipped learning, the use of resources and the steps designing a module.
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Face-to-face time
is very valuable!
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More tools for more contexts
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Remember
Understand
Apply
Analyze
Evaluate
Create
InclassAssignments
Can we do better?
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Was all the material covered in the allotted time?
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Was it a student success?
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Does it work?
Sometimes
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Not as expected Yes!
(Strayer, 2012) (Ruddick, 2012)
(Zappe et al., 2009)
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What is it? Explore how
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Today’s session has been flipped
Previous: review videos,
bring learning outcome
During: develop your
flipped classroom plan
After: finalize and deploy
your plan
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Discuss at your table...
1) How did you find the ideas presented in the
videos?
2) What did you learn that you could apply in your
context?
3) What might be some of the challenges?
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JonathanCohenFlickr
What is it? Explore How The Plan
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1) Share learning
outcome and current
tasks
2) Pre-class tasks?
3) In class tasks
4) Post-class +
Assessment
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STEP 1
Share the learning outcome (suitable for single
lesson). Is it measurable?
Share your current approach: tasks, resources,
assessment
If new outcome, discuss initial ideas.
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STEP 2
• What components could be pre-class tasks?
• Any student incentive?
• What challenges you envisage?
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STEP 3
Example of in-class task
Leverage face-to-face presence
What challenges may you encounter?
How will you overcome them?
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STEP 4
Complete the lesson plan: post-class +
assessment
What will you do? What will students do?
Note down pre, during, and post tasks.
Describe your formative and/or summative
assessment strategies
How will you know the lesson was successful?
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Considerations for flipped learning tasks
• Your measurable learning outcome.
• Tasks best done prior to class.
• Tasks in class to maximise potential of
face-to-face interaction.
• Tasks done post-class, independently or
collaboratively.
• Formative assessment to support the
process.
• Summative assessment for students to
demonstrate achievement of the learnign
outcome
27. References
Bergmann, J., Sams, A., (2012)
Flip Your Classroom: Reach Every Student in Every Class Every Day
Hawker Brownlow Education
Mazur, E., (2009)
Farewell, Lecture?
Science, 323, pp. 50-51.
Ruddick, K. W. (2012)
Improving chemical education from high school to college using a more hands-on approach. PhD thesis,
The University of Memphis
Strayer, J. F. (2012).
How learning in an inverted classroom influences cooperation, innovation and task orientation.
Learning Environments Research, 15(2), 171–193.
Zappe, S., & Leicht, R. (2009).
Flipping" the classroom to explore active learning in a large undergraduate course.
In Proceedings of the American Society for Engineering Education Annual Conference and Exhibition.
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