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Flipping Out! How far we’ve come and how far we have left to go.Michael E. Moore & Donald P. French Department of ZoologyOklahoma State University
2014 Big XII Teaching and Learning Conference
Performance could be better Provide more time for activities Increase students’ self-reliance, responsibility for learning
Help students develop better learning strategies
Provide more flexibility for students to control pace
Curious
Performance could be better Provide more time for activities Increase students’ self-reliance, responsibility for learning
Help students develop better learning strategies
Provide more flexibility for students to control pace
Curious
Why change?
“Regular Format” Concepts are introduced in context of 10 Scenarios
Students work in permanent groups of 3-4 Students are asked to hypothesize, solve problems, and construct concepts
Concepts are integrated Formative assessments using cards & clickers
All exams are cumulative; MC; aim for HOCS Extensive Resources - http://biol1114.okstate.edu
Flipping Version 1.0 - Media
Media Lectures of previous classes Podcast format – require iTunes
Uncut ( =< 50 Minutes)
Out of class activities
Instructed to watch podcasts
Offered packets (ver 1.05)
Offered readings Web-site supplemental material
In-class Activities Packets
Versions of questions asked in video Longer more extensive questions
Clickers Cards Fill in Summaries Sentence Sorts Process Arrangements Other manipulations/demonstrations
Data SourcesReflections (12 Total)
First one after day oneWhat do you think?
The end of each scenario (10)What was the scenario about?What did you learn?What did you do outside of class?Opinions of the class so farSuggestions
Final reflectionEnd of Semester Questions
Flipping Version 1.2 – Spring 2014
Media Lectures of previous classes MP4 Format – cross-platform accessible
Trimmed/Spliced ( 30 - 48 Min.) Video Question Packets
questions to help students focus on lecture
Spring 2014 End of Semester Questions 1-14
Questions 1 and 7-15 (1 = Strongly Disagree – 5 = Strongly Agree)Questions 2 – 6 (5 = Strongly Disagree – 1 = Strongly Agree)
Means
1) I found the lecture videos as effective as listening to lecture 3.982) I watch the lecture videos in the same manor that I watch shows on T.V. 2.433) It is easy for me to be distracted while watching the lecture videos 3.824) I would not come to class when I had not watched the videos because I was not able to gain anything by attending class that day 1.845) The teacher always offers the best explanation for any concept 3.276) The best source of information is the teacher 3.747) I learned about the facts, theories, concepts, and principals of Biology outside of class. 3.458) I learned how to apply with Biological concepts during class. 4.209) I was able to evaluate my knowledge of Biological concepts during class 4.3510) I like to do in-class exercises more than exercises outside of class 4.2311) I got more practice in applying my knowledge inside class than outside 4.0212) I learned through my interactions with my group 4.0713) I feel more confident in my ability to work in a group 4.4114) I feel I am learning when I explain ideas to others 4.6615) I feel I learn when I am listening to answers to questions others ask 4.34
Spring 2014 End of Semester Questions 15-29
Questions 16 and 18-27 (1 = Strongly Disagree – 5 = Strongly Agree)Questions 17 , 28 and 29 (5 = Strongly Disagree – 1 = Strongly Agree)
Means
16) I will seek out study groups in the future 3.8617) I will avoid classes where I have to work in groups in the future 2.3918) I learned to value criticisms and suggestions from others 4.1819) I learned to offer criticisms and suggestions to others 4.1420) The use of clickers created a stronger sense of community with my fellow classmates. 4.3921) The use of clickers made me more willing to contribute to class discussions. 4.7722) The use of clickers caused me to attend this class more frequently. 3.9523) The use of clickers made me think more critically in this class. 4.5824) The use of clickers improved my understanding of how well I comprehended the lecture content. 4.9525) In the future I will seek our courses that use clickers 4.1826) I preferred the classes where our time began with time to talk to our group mates followed by time for questions.. 3.4427) I preferred classes where Dr. French began class by asking clicker questions right away. 4.6428) The in-class time could have been more beneficial to me if the time was more structured. 4.0029) The in-class time was too structured 2.16
1 2 3 40
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Percent Difference between Regular & Honors Class averages
Active 1Active 2Flipped 1Flipped 2
Exam
ConclusionsStudents vary!!Students don’t want to be graded but they admit that grading may encourage preparation for class
Must edit our videos (again)!Shorter (goal is between 5 and 10 minutes)Embedded videos (students do not have long download time)
Groups may still be most important factor Students like activity (predominantly clickers)Some students still seem to like f-2-f lecture because:You are forced to pay attention to the material (you only get one shot)
There are less distractions in the classroomIt forces me to engage the material when I’m awake
Class ScheduleStart
Activity
11:30Review latest video packet in groups *
11:40 Student Questions11:45 Professor (clicker) Questions11:55 Exercise12:10 Professor (clicker) Questions12:15 Wrap-up12:20 Class Dismissed
• Students can click in to say they are ready to move on• If ready, hand them individual pages from packets as needed• Reduced review time to 5 min by ½ way through semester
*
We would like to thank:
All of the friends and colleagues whom have offered invaluable method implementation and execution advice during our continued quest for optimization.
