2. What is Flipped
Classroom?
“The flipped classroom refers to a model of learning
that rearranges how time is spent both in and out of
class to shift the ownership of learning from the
educators to the students.”
NMC Horizon Report: 2014 Higher Education Edition
2
3. Teacher-centered traditional
classroom
Class time
Questions and Help Lessons
# @%& ?!
Homework
Adapted from Audrey McLaren McGoldrick 2012
Out-of-class Time
3
4. Concern #1: Lesson Time learning
or comprehension
Questions and Help
Lessons
# @%& ?!
Adapted from Audrey McLaren McGoldrick 2012 4
Homework
5. Concern #2: Students are alone when
they are typically struggling the most
Questions and Help
Lessons
# @%& ?!
Adapted from Audrey McLaren McGoldrick 2012 5
Homework
6. Concern #3: Too many questions for one
instructor or too few questions because not
enough of the homework completed.
Questions and Help
Lessons
# @%& ?!
Adapted from Audrey McLaren McGoldrick 2012 6
Homework
7. Thanks to technology...
Questions and Help
Lessons
# @%& ?!
Homework
Adapted from Audrey McLaren McGoldrick 2012 7
8. Self-Paced Lesson Time
Questions and Help
Lessons
# @%& ?!
Homework
Adapted from Audrey McLaren McGoldrick 2012
Students have as
long as they need
to absorb the
lesson. 8
9. Face-to-face Time
Problems/ Questions and Help
Assignments/
Projects
Adapted from Audrey McLaren McGoldrick 2012
Lessons
9
10. Now there is an opportunity to do
Just-in-time-teaching
Questions and Help
Adapted from Audrey McLaren McGoldrick 2012
Lessons
Problems/
Assignments/
Projects
10
11. But that’s not all…
Questions and Help
Adapted from Audrey McLaren McGoldrick 2012
Lessons
Problems/
Assignments/
Projects
11
12. But that’s still not all…
Face to Face Instruction Time is now
Questions and Help
available for more learning together
Adapted from Audrey McLaren McGoldrick 2012
Lessons
Key learning experiences
Problems/
Assignments/
Projects
12
13. The lines blur and the learning
experience becomes more Learner-
Centered
Adapted from Audrey McLaren McGoldrick 2012
Lessons
13
14. “Rather than the teacher using class time to dispense
information, that work is done by each student before
class, and could take the form of watching video
lectures, listening to podcasts, perusing enhanced e-book
content, and collaborating with peers in online
communities.”
NMC Horizon Report: 2014 Higher Education Edition
14
18. Lecture Flipped Learning
Creating
Evaluating
Analyzing
Applying
“Understanding”
Remembering
Assessment at the End
Assessment during
Class
Assessment
outside of
class
Adapted from Barbi Honeycutt, 2013 18
19. So let’s pull it apart…
Plan
Create, Gather,
Connect
Reflect
Face-to-face Implement
19
20. The Plan
Learning
Outcome
Out of Class
Activities
Formative
Assessment
In Class
Activities
Formative
Assessment
Summative
Assessment
Adapted from Barbi Honeycutt, 2013 20
23. Tips from the Pros
• Chunk material
o 10min intervals
• Build in formative assessments
• Decide what to do in class and what to do out-of-class
• Use a script to help manage content and activities
23
24. • What are some of things flipped learning would
allow me to do differently?
• What do I need to let go of?
• What do students need to let go of?
24
28. The Refresher
28
“The flipped classroom refers to a model of learning
that rearranges how time is spent both in and out of
class to shift the ownership of learning from the
educators to the students.”
NMC Horizon Report: 2014 Higher Education Edition
32. Key Components to
Flipping a Lesson
• Learning Outcome
• Out of Class Activities
• In Class Activities
• Formative Assessments
• Summative Assessments
35
34. Levels of Student
Learning Outcomes
Course Competency (s):
ENC 0025
Discipline Outcome:
Writing
MDC 10 Learning
Outcomes
The student will be able to….
Assess the quality of
one’s own writing,
and, when necessary,
strengthen it through
revision (WDECU8)
Revise and edit
written texts
35. When writing Learning Outcomes (SLOs)…
1) Focus on outcomes not processes
2) Start each outcome with an action verb
3) Use only one action verb per learning outcome
4) Avoid vague verbs such as ‘know’, ‘understand’ or
‘comprehend’
5) Check that the verbs used reflect the level of learning
required
6) Ensure that outcomes are observable and measurable
7) Write the outcomes in terms of what the learner does, not
what the instructor does
8) Check that the outcomes reflect knowledge, skills, or
attitudes required in the next level of instruction or workplace
9) Include outcomes that are woven into the entire course
10) Check that there are the appropriate number of outcomes
11) Check that the course outcomes and program outcomes
align with college wide outcomes
38
36. Out of Class of Activities
• The transfer of information
39
37. Finding Resources for
Out-of-Class Activities
https://sites.google.com/a/mymdc.net/ctd/flipped-classroom
40
Flipped Learning is a vast ocean that is ripe for
exploration and navigation. ~ Aaron Sams, 2013
39. In-Class Activities
• The assimilation of information
• Students work Individually
• Students work in groups
42
40. Finding Resources for In-
Class Activities
• Start with what you already have
• Discuss with colleagues
• Professional Organizations
• Active Learning Articles and Books
43
44. Summative Assessments
The goal of summative assessment is to evaluate
student learning at the end of an instructional
unit.
Summative assessments are often high stakes, which means that they
have a high point value. Examples of summative assessments include:
• a midterm exam
• a final project
• a paper
• a senior recital
**Information from summative assessments can be used formatively when
students or faculty use it to guide their efforts and activities in subsequent
courses.
Adapted fromhttp://www.cmu.edu/teaching/assessment/basics/formative-summative.html 49
45. Brace Yourself
• There will be resistance
• There will be extra work
• There will be a learning curve
• There will be hard choices
50
46. “Students forced to take major
responsibility for their own learning
go through some or all of the steps
psychologists associate with trauma
and grief: Shock, Denial, Strong
emotion, Resistance and withdrawal,
Struggle and exploration, Return of
confidence, and Integration and
success” (Felder & Brent, 1996, p. 43.)
51
47. Tips for dealing with student
resistance to flipped learning
1) Introduce active learning on the first day of class.
2) Show the evidence
3) Start small.
4) Keep the learning outcomes achievable in the
beginning of the course.
5) Assess often.
52
50. Reflect
• What are some of things flipped learning would
allow me to do differently?
• What do I need to let go of?
• What do students need to let go of?
57
In the flipped classroom model, valuable class time is devoted to more active, project-based learning where students work together to solve local or global challenges — or other real-world applications — to gain a deeper understanding of the subject.”
Because of innovation and human creativity we are able to deliver a better product.
Essentially “homework” is introduction to the new concept
The traditional classroom moves students at a fixed pace. However the flipped classroom allows for a mastery learning and the self-paced mastery.
And then class time reinforces that content with 100% dedicated to learner-centered active learning strategies
Now class time is focused on guided practice; group work; individual work and other key learning activities.
This is sometimes know as the inversion
Key assignments are done during face to face instruction with the instructor there.
Empowers the teacher to do direct problem solving with the student
It also opens up the classroom for creative activities and deeper exploration of mastery
Promoting deep learning
Teacher comes alongside and helps the students
Parallel in groups
Establishing an environment for Group and individual self-learners; student centric model- they teach themselves and they teach each other
This model bring new benefits to both teachers and students
Reference
http://demo.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=d8b12f6c-669b-4de7-ad66-c1734e85b451&__hstc=231909632.e27853f42ca4e0e56212d5cec3a4a123.1401833490769.1402501966808.1402505968645.16&__hssc=231909632.50.1402505968645&__hsfp=177871209
There are degrees to flipped learning flip a lesson; flip a unit or flip a whole course
So let’s go back a moment because the flipped model is not about technology, isn’t not about the videos. It is about what you do after the introduction to the content.
Some have suggested that flipped is a rebranding of inverted learning
In the end the concept of flipped isn’t new. However flipped learning really might be a step beyond some of what has already been done in this area because even though it isn’t new—its also not that old
Keep in mind that a 10min video watch time might actually take students 30-45mins to get thru
Its not about the technology it is about active learning and the way in which students practice with the material/concepts/skills in the course
When deciding what to move to in-class vs. out-of class: higher order thinking=needs support; passive learning=can be done on own time
When we think about how old some of the teaching methods in higher education are Flipped learning model is in its infancy by comparison
And when we make further comparisons we see that the whole world is changed around it but that education has evolved very little by comparison. Flipping is a way to continuously update and add activities to teaching
What we are providing for you here is a rough map a starting point for you to conduct your own exploration.
You Tube Educational Channel
Khan Academy
Brain Pop (paid service)
NBC Learn
Learner.org
Web-page content analysis
Upload power points
Screenr.com (free)
The Jigsaw is one of my favorite activities to use for reading comprehension with English language learners. It allows them to organize information they have read in a visual way, thereby helping them process the material more deeply. (The picture above is a link to a generic graphic organizer for a jigsaw activity.)
Here’s an example of how you might direct group work using this handout:
Sample topic: American Revolutionary War
1. Divide students into 3 groups of 3-5 (depending on class size). Each group should have the same number if possible. Give these groups a number.
2. Determine a subtopic to the main topic for the day, and assign to each group. For example, if you are discussing the American Revolutionary War, the subtopics could be: 1) Causes, 2) Major Events, 3) Results.
3. Students then discuss their assigned topic to determine 3 main ideas. Each group member should each record these on the front side of the handout.
4. Once students complete these steps, they will change groups entirely and form a new group with members from the other 3 groups. (If you number the groups, you can tell them that there should be one member from groups 1, 2, 3, and 4) in each new group.
5) In Group #2, students will begin to put together the big picture of the topic. Each member reports their findings from Group #1 and students in Group #2 take notes on the second part of the graphic organizer. Students take turns reporting until they are done.
I love jigsaw activities because they are student-centered and combine a variety of speaking, reading, writing, and listening skills. They also help students identify the most important information and condense it into language they understand. Make sure to visit http://www.jigsaw.org for more information on jigsaw activities.
First and foremost count on there being resistance and disorientation
No one told students they were suppose to hate lecture
Students are experiencing a paradigm shift—you’re the instructor you are suppose to lecture this chaotic classroom where I can no longer hide is not what I signed up for.
You will have to explain how the roles of the flipped classroom change
Cant just throw them in might have to ease into it
Share example: rules for flipping Seigel, M. 2014 p14: Flipping 2.0
Change is a process not an event.
Cognitive Processes that students
What students think are important
The way faculty set up and operate the teaching and learning environment affects the students balance between deep and surface learning
Be patient with yourself. You are learning how to teach in a new environment and learning to re-think the delivery of your content to build a foundation for more active learning.
When we think about how old some of the teaching methods in higher education are Flipped learning model is in its infancy by comparison
And when we make further comparisons we see that the whole world is changed around it but that education has evolved very little by comparison. Flipping is a way to continuously update and add activities to teaching
