Educause 2013.
Based on data gathered from both students and faculty after a semester of teaching and learning in Michigan State's active learning classrooms, we'll briefly discuss what really works when it comes to flipped and blended environments.
Unit-IV; Professional Sales Representative (PSR).pptx
Flipped flipped
1. The Flip Side of Flipped:
What the data say about engagement in the
active learning classroom
IT Services Teaching and Learning | Michigan State University
Presented by: Jessica Knott, jlknott@msu.edu - @jlknott
Teaching and Learning Lightning Round
Educause Annual Conference, 2013
14. “Be very explicit in your instruction
about teamwork. Be sure to make it
part of the course, assign points to
some of the activities, and most
important, teach students HOW to
effectively be a team-member.”
15. “Competition among the groups
seemed to be an effective way to
make the groups work more
efficiently. I gave them the assignment
and the group that finished first would
get 6 extra points to their homework
grade, group that finished second
would get 5 pointes, etc.”
16. “Make recorded lectures short,
faster, and engaging…
I would not recommend a recorded
lecture longer than 25 minutes (that
is when I started getting email
complaints).”
Notes de l'éditeur
After their first day of teaching in MSU’s brand new active learning spaces, we sent a survey asking basically “how was your day?” followed by several questions surrounding their teaching plans and strategies for the semester.
In response to the question “I think my students’ response to their first day in the REAL classroom was:” this was my favorite answer. And quite apt, I think, when you think about people diving into active teaching (and learning) for the first time.
Overwhelmingly, faculty thought the first day went well
And, overall students seemed to enjoy the REAL classroom experience, of the students who responded to the survey after classes concluded (we had a 15% response rate to our survey)
Informally, for this presentation, I asked faculty members around campus what theyhad heard from students as they experimented with active learning. This isn’t IRB, this isn’t formal research. In our IRB we asked how people’s day went. Here, I just casually asked what people were hearing.
And we should be scared, in some ways. Because these are feedback snippets I got from workshop attendees who participated in active learning exercises. These are faculty members echoing what we’re afraid to hear from students.Context is important, right? But, there are ways to mediate this. Active learning isn’t easy, ESPECIALLY the first time you encounter it. For the people teaching, or the people learning. I expected this feedback. I knew it would be brutal. But it is valuable, and this teaching style is valuable. And we have to work hard to make it successful. So, finally here are some ways to do that.
What works:Scenarios, roundtable discussions, short, in-class group projects – the technology generated a lot of excitement, as did the environment.What sort of works: ice breakers, generating questionsWhat we aren’t trying much, but see put forward as ideas: one minute collaborative papers, web scavenger hunts, cumulative group projects
Scenarios and case studies were the most popular by far
And, while all classes said overwhelmingly that the group environment promoted their understanding of the class content either somewhat or a lot, I drilled down to our classes with the highest response rate here, for illustrative purposes… the bigger picture tended to be more positive overall.
Qualitative student feedback, post-course
And we should be scared, in some ways. Because these are feedback snippets I got from workshop attendees who participated in active learning exercises. These are faculty members echoing what we’re afraid to hear from students.Context is important, right? But, there are ways to mediate this. Active learning isn’t easy, ESPECIALLY the first time you encounter it. For the people teaching, or the people learning. I expected this feedback. I knew it would be brutal. But it is valuable, and this teaching style is valuable. And we have to work hard to make it successful. So, finally here are some ways to do that.
