This document discusses flipping the traditional classroom model to engage students. It describes how the traditional model was designed for mass education but does not fit individual student needs. The flipped model shifts instruction to pre-recorded videos for students to watch before class, allowing class time to be used for active learning activities and discussion. Examples of how flipped learning has been implemented at PLU are provided, along with tips for creating instructional videos and implementing the flipped model.

1. FLIPPING THE CLASSROOM
TO ENGAGE STUDENTS
Presented by Dana Bodewes and Steve Sosa

2. TRADITIONAL
EDUCATIONAL MODEL
SS

3. Traditional Educational Model
History of Educational Model
• Designed during industrial revolution
• Assembly line design
• Educated in batches, by age
• Separated by subject matter
• Goal is standardization
• “One size fits” all approach

4. Traditional Educational Model
Problem with One Size Fits All
• Students receive same education
• Students however are different
Can’t take notes fast enough… Miss classes… Never absorbs key concepts…

5. Traditional Educational Model
Challenges to One Size Fits All Model
• Individual interest in subject matter
• Disenchantment with the system
• Generational values absent in the system
• Connect
• Collaborate
• Create

6. So then…If we could design
a model for today’s students,
that goes beyond a one size
fits all approach, what unique
elements would we change?
RSA Animate – Changing Education Paradigms
By Sir Ken Robinson
http://www.youtube.com/watch?v=zDZFcDGpL4U

7. FLIPPED COURSE MODEL
DB

8. Flipped Course Model
Research:
• Project based learning is powerful
• Long lectures lose student attention
• Peer learning is more effective
http://www.naz.edu/chemistry/lab-partners/multimedia%7Cmultimedia:000%7Cimage

9. Flipped Course Model
• Shift in instructor and student roles
• Pre-recorded instruction before class
• Activities and discussion in class
http://www.knewton.com/flipped-classroom/

10. INSTRUCTION, FLIPPED
DB

11. Direct Instruction
• 5-10 minute mini-lectures
• Screencast or video
• Posted before class

12. Direct Instruction
Instruction might include:
• Motivating with enthusiasm & stories
• Providing a conceptual framework
• Highlighting key ideas
• Clarifying or preventing common errors
http://www.youtube.com/watch?v=76OPHizxTfQ&feature=share&list=PLAzzv1Ff1A5wi50P3aLxHznD42ATZBGGx&index=16

13. Direct Instruction
Instruction might include:
• Stating relevancy to specific populations
• Sharing up-to-the-minute info
• Summarizing multiple sources
• Providing remediation or advanced learning options
http://youtu.be/7Lfc6jjp1WQ

14. Direct Instruction
Instruction might include:
• Demonstrating processes
• Modeling thinking or problem solving
• Providing lab directions, tours, orientations
• Giving technical tutorials
http://youtu.be/zQhT4eHeTSU

15. CLASS TIME, FLIPPED
DB

16. Class Time
• Instructor is facilitating learning
• Students are engaged in activities
• Students are often working in small groups
http://americanradioworks.publicradio.org/features/tomorrows-college/lightbox/umr/000-044.jpg

17. Class Time
Class time might include:
• Project based learning
• Group discussions or debates
• Peer teaching
• Small group remediation

18. Class Time
Class time might include:
• Analysis of reading, materials, lectures
• Critiquing or evaluating ideas
• Researching or exploring evidence
• Practicing skills and completing exercises

19. Class Time - Activity
Traditional
Warm-up 5 min
Homework review 20 min
Lecture 30 min
Practice 20 min
Flipped
Warm-up 5 min
Q&A 10 min
Practice 60 min

20. FLIPPED LEARNING
AT PLU
DB

21. Flipped Learning at PLU
• No official data
• Experimentation is occurring
• Audience poll
fall-visit-640-11-12-12.jpg

22. Flipped Learning at PLU
Example:
• Chemistry at PLU
• Process demonstration
• 5 minute videos

23. Flipped Learning at PLU
Pros
• High-touch and high-tech
• Research supports active
learning & peer learning
• Reduces student passivity
• Flexible model
Cons
• Initial time and effort
• Student resistance
• Lack of research

24. Flipped Learning at PLU
Instructional Design Tips:
• Start small,
• one lesson/activity
• Something difficult/ open for improvement
• Analyze the objective
• Plan for active learning
• Consider alternative approaches
• Best use of class time
• Best use of independent time
• Additional supports/options
http://tcf.org/assets/images/commentary_images/2014-2-20-sat-ben-blog.jpg

25. IMPLEMENTING THE
FLIPPED MODEL
SS

26. Implementing the Flipped Model
The Right Content
• Determine lesson objectives
• Choosing type of content
• Using other people’s content
• Limited time
• Struggle with technology
• Camera-shy
TEXTBOOK ARTICLE VIDEO SIMULATION APP

27. Implementing the Flipped Model
Making Your Own Content
• Determine format
• Demonstration/explanation
• Narrating presentation slides
• Weekly lectures

28. Implementing the Flipped Model
Video as Flipped Content
• Checkout kits available now!
• Hardware
• Software

29. Implementing the Flipped Model
Camtasia Software
http://www.techsmith.com/education.html

30. Implementing the Flipped Model
Sharing Your Content
• Who is your audience?
• Should this content be public or private?

31. NEXT STEPS
SS

32. Planning, Resources, and Tools
Resources
• Flipped Learning Network
• Educause
• Future workshops
• Available checkout equipment
Support
• Faculty support community
• Instructional Technologies

33. THANK YOU
See you at the next event!