This document summarizes a presentation about flipping the classroom. It discusses flipping classes in different subject areas like literature, math, science, and composition by moving direct instruction outside the classroom through videos and assigning higher-order thinking activities to take place during class time. Research on flipping shows benefits like increased retention rates and test scores. The presentation provides advice for creating content, implementing a flipped model, and getting support from administrators for flipping classes.

1. AATYC
FLIP THAT CLASS!
www.slideshare.net/joannadfulbright
Presented by
Joanna Fulbright, Ozarka College English Instructor
jfulbright@ozarka.edu

2. Flip that class
Using Animation Software

3. Flip your class!
 Integrate the following
 Learner-centered classroom (Guide on the Side)
 Problem-based learning
 Outcomes-based learning
 Understanding by Design
 Increase the following
 Retention
 Rigor
 Useful collaborative learning
 Deep learning

4. Traditional Flipped
Instructors teach lower-level Students learn lower-level skills
skills inside the classroom outside classroom
Examples: Examples: Read textbooks or
lecture, videos, skill and online content, watch online
drill, imparting basic videos/screencasts, Use a
knowledge or computerized tutoring
understanding, less in-class program, assess outside
assessment class, more out-of-class
assessment
Students practice higher-level Students practice higher-level
skills outside the classroom skills inside classroom with help
Examples: study Examples: Various in-class
groups, tutors, or visit assessments focusing on
instructor during office problem solving, lab
hours, primary assessment of work, and writing with peer
out-of-class work feedback.

5. Flip that Lit class?
 Literature classes are ideally flipped.
 Students do outside reading,
 The instructor usually assesses at the beginning of
class to measure whether outside learning took
place,
 And the rest of class is dedicated to upper-level
discussion
 Literature classes are sometimes traditional.
 the instructor does most of the talking

6. Flip that Math class
Using a Camcorder

7. The Updated Bloom’s Taxonomy
Cognitive Flipped Class: Help is
Load given mostly at the
higher levels
Traditional
Class: Help is
given mostly
at the lower
levels
Picture credit: http://ww2.odu.edu/educ/roverbau/Bloom/fx_Bloom_New.jpg

8.  Understanding: can the student explain
ideas or concepts?
 classify, describe, discuss, explain, identify, locate, rec
ognize, report, select, translate, paraphrase
 Remembering: can the student recall or
remember the information?

define, duplicate, list, memorize, recall, repeat, reprod
uce, state

9. Let’s Create Cognitive
Dissonance
 Get into groups by discipline
 Discuss how to move the gaining of discipline
knowledge outside the classroom
 (10 minutes)

10. Content Creation
 Professional Content
 YouTube, Khan Academy, TedTalks, TedEd
 Textbook Content
 Teacher-created Screencasts
 Camtasia ($$)
 Screencast-o-matic (Free!)
 Teacher-created Video
 Camcorder
 Webcam
 Student Content (Screencast or Video)

11.  Analyzing: can the student distinguish
between the different parts?
 appraise, compare, contrast, criticize, differentia
te, discriminate, distinguish, examine, experimen
t, question, test.
 Applying: can the student use the
information in a new way?
 choose, demonstrate, dramatize, employ, illustra
te, interpret, operate, schedule, sketch, solve, us
e, write.

12.  Creating: can the student create a new
product or point of view?
 assemble, construct, create, design, develop,
formulate, write.
 Evaluating: can the student justify a stand
or decision?
 appraise, argue, defend, judge, select, support,
value, evaluate

13. Let’s Create Cognitive
Dissonance
 Select one main life skill the course
teaches.
 Dream the impossible. What project
could students create that would teach
them that skill? What analysis could
students do in class that would meet that
outcome? (10 minutes discussion)

14. Possible Flipped Class Ideas
 Student Presentations based on student
research
 Re-enactment/Skit
 Live Debate
 (later, ARE-ON debates between classes)
 Creative Activity/Artistic Project
 FieldWork
 Collaborative Writing Lab /Experiment
 Build a Model

15. Flip that Science class
Using Camtasia

16. Flip that
Algebra
class
Using
Light-
scribe

17. Flip that Class!
How it works in Comp. II
Learn low-level skills outside class:
 Students must read chapters or online content
before class or lose points.
 Quizzes in my.Ozarka due ten minutes before class starts,
sometimes also give a quiz in first ten minutes of class
 Screencasts for difficult points offered for review
 http://slidesix.com/view/Intext-citations-version-two-pdf-for-upload
 http://www.youtube.com/watch?v=tAHMRUgHqW8

18. Flip that Class!
Minimize lecture: Walk around
 Lecture no more than 20% of class
 (note that lecture is not gone).
 Practice 80% of class
 Practice before reading: Students may attempt skills
without much knowledge before reading: Good to
create cognitive dissonance
 Practice after reading: Student practice more
complex levels of skills after having read the chapters.

20. Flip that Comp. II class

22. Positive
Results Fulbright Composition II Retention Rates
2009 Fall: Traditional (n=21)
2010 Spring: Traditional (n=8, 13)
Year and Method of Delivery
2010 Fall: Trad. Lab (n=14) Online
Section 2
2011 Spring Online (n=24)
Section 1
2011 Spring: Trad Lab. (n=17, 9)
2011 Fall: Hybrid (n=7, 9)
2011 Fall: Online (n=22)
2012 Spring: Flipped (n=21, 19)
0 20 40 60 80
Retention Rates

23. Other results
 Breaking a large assignment into several
small assignments can cause grade inflation.
 Compared to essays scored by the August 2012
Comp. II Capstone Committee, my students’
grades are inflated by about a letter.
 On the other hand, giving several smaller
assignments can also increase perseverance

24. Predicted Results This
Semester
Current Predicted
 The flipped classroom
A-1 A-2
does not solve all
B-1 B-2
problems
C-3 C-2
 But it can enable the D-2 D-1
instructor to see more F-1 F-1
clearly why a student is
not likely to be retained

25. What does the research say?
 When Clintondale High School first
implemented this model in the ninth grade,
the student failure rate dropped by 33% in one
year.
 One AP math instructor went from 18% of
students with low scores (1’s and 2’s) on the
AP Calculus Exam to 0% with low scores
(100% with scores of 3-5).
 One high school algebra course showed a 5%
increase in test scores and a 5% decrease in
fail rates

26. What does the research say?
 Blending online and traditional learning
results in higher student performance than
either alone (Inside Higher Ed).
 Similar to (but not the same as) a hybrid
course
 Students will likely resist at first. (Talbert)
 Students in the flipped classroom
 Were more innovative and cooperated more
 Felt more“lost” (Strayer)

27. Work to Stay Flipped
 Students may try hard to move the instructor
back to lecture mode.
“If a student learns that he can get an example or
solution provided to him simply by asking the
professor (which is easier than working out those
things by himself) what do you expect a student
to do? ” (Talbert)
 Most data supports the flipped classroom,
but not ALL. One college computer
programming instructor tried it and changed
back after the first test.

28. Flip that Philosophy Class
 “I flipped my class and didn’t know it . . .”
 This has made the class come alive
 Introduce hot topic
 Class time used to discuss and apply learning
 “I've turned a dry, technical unit into one
where students arrive to class wondering
about the exciting topic for the day.”
 I would say 80% of my students like this
flipped portion of the semester. ” (Salvarad)

29. Kathy Schrock’s Guide to Apps
Organized by Bloom’s Revised

30. Bad Reasons for Flipping
 Students will appreciate any/all technology
(Only use technology when it helps teach)
 Using more technology will make a class
“cutting edge” (Creating online content is not
really that new—many students create and
post their own content)
 Because it’s easier (It increases student
learning, but it takes a lot of time)
 (Bergman and Sams)

31. Favorite Content Sources
 YouTube, Vimeo
 Khan Academy
 Ted Talks
 TedEd
 Merlot
Favorite Content Creator
 Screencast-o-matic

32. Advice:
•Read Flip Your Classroom and
check out their 22-minute video
intro to flipping.
•Go to YouTube and search for
“flip” or “flipped” class and your
topic/course
•Go to Ted.com and check out
the talk given by the founder of
Khan Academy after he
discovered his videos were used
in the flipped classroom

33. Advice for Administrators
 Provide coaching , assist in finding a coach, or
Encourage “flipped teachers” to coach others
 Understand that learning in a flipped classroom
can look loud and disorganized
 Communicate that you primarily value learning
 Encourage instructors to embrace the dissonance
that can come with change
 Be a sounding board or a buffer when needed
 Model the flipped classroom by flipping meetings
 (Bergman)

34. Advice for Faculty
 Note in the syllabus that students need internet
access
 Start with an online course
 Use other people’s content
 Professionals (Khan Academy, TedTalks)
 Textbooks
 Students
 Do not re-do screencasts until they are perfect
 Consider doing screencasts at home, before
work, or after work until AREON is implemented

35. Help one another
 Don’t do it alone: Find friends who are
flipping.
 Try http://flippedclassroom.org/
 Start commenting on “flipper’s” blogs
 Start your own “flipped” blog
 Network here at AATYC, share ideas, exchange
email, friend on Facebook
 Collaborate later through AREON
 Share content creation

36. Slide Availability
 http://www.slideshare.net/
joannadfulbright