Flipped Learning CTD

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Introduction to the Flipped Classroom

CTD0541

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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

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Teacher-centered traditional classroom

Questions and Help Lessons

Homework

# @%& ?!

Adapted from Audrey McLaren McGoldrick 2012

Out-of-class Time

Class time

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Concern #1: Lesson Time

learning or comprehension


Homework

# @%& ?!


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Concern #2: Students are alone

when they are typically struggling

the most


Homework

# @%& ?!


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Concern #3: Too many questions for one instructor or too few questions

because not enough of the homework completed.


Homework

# @%& ?!


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Thanks to technology...

Questions and Help

Lessons

Homework

# @%& ?!


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Self-Paced Lesson Time

Questions and Help

Lessons

Homework

# @%& ?!


Students have as long as they need to absorb the lesson.

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Face-to-face Time

Questions and Help Problems/ Assignments/ Projects


Lessons

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Now there is an opportunity to do

Just-in-time-teaching

Questions and Help


Lessons

Problems/ Assignments/ Projects

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But that’s not all…

Questions and Help


Lessons


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But that’s still not all…

Questions and Help

Face to Face Instruction Time is now available for more learning together


Lessons

Key learning experiences


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The lines blur and the learning experience becomes more Learner-Centered

Questio

ns a

nd H

elp


Lessons

Key

Lear

ning

Exp

erie

nces

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“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.”


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Can you see it…

Flipped that is?

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So...when should I flip?

• You should FLIP right now o Start with what you have

• Lessons

• Activities o Whole Group o Individual

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Creating

Evaluating

Analyzing

Applying

“Understanding”

Remembering

Lecture Flipped Learning

Assessment at the End Assessment during Class

Assessment outside of class

Adapted from Barbi Honeycutt, 2013

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So let’s pull it apart…

Plan

Create, Gather,

Connect

Implement Face-to-face

Reflect

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The Plan

Learning Outcome

Out of Class

Activities

Formative Assessme

nt

In Class Activities

Formative Assessme

nt

Summative

Assessment


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Topic:

Purpose/Goal of Lesson


Plan

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Create Connect

Gather

Create, Gather,

Connect

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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

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• 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?

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Flipped Learning—Part II

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Think of the single best word that describes what happens in a

traditional classroom lecture.

http://www.wordle.net/create



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Visual Activity

Select a picture that represents flipped

learning.

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The Refresher

“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.”


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Key Components to Flipping a Lesson

• Learning Outcome

• Out of Class Activities

• In Class Activities

• Formative Assessments

• Summative Assessments

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Topic:

Purpose/Goal of Lesson


Plan

Levels of Student Learning OutcomesCourse Competency

(s):ENC 0025

Discipline Outcome:Writing

MDC 10 Learning Outcomes

Assess the quality of one’s own

writing, and, when necessary,

strengthen it through revision

(WDECU8)

Revise and edit written

texts

The student will be able to….

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When writing Learning Outcomes

(SLOs)… 1) Focus on outcomes not processes2) Start each outcome with an action verb3) Use only one action verb per learning outcome4) Avoid vague verbs such as ‘know’, ‘understand’ or

‘comprehend’5) Check that the verbs used reflect the level of learning required6) Ensure that outcomes are observable and measurable7) Write the outcomes in terms of what the learner does, not

what the instructor does8) Check that the outcomes reflect knowledge, skills, or attitudes

required in the next level of instruction or workplace9) 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

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Out of Class of Activities

• The transfer of information

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Finding Resources for Out-of-Class Activities

https://sites.google.com/a/mymdc.net/ctd/flipped-classroom

Flipped Learning is a vast ocean that

is ripe for exploration and navigation.

~ Aaron Sams, 2013



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Formative Assessment for Out of Class

Activities

• Think-Pair-Share Activity

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In-Class Activities • The assimilation of information

• Students work Individually • Students work in groups

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Finding Resources for In-Class Activities

• Start with what you already have • Discuss with colleagues • Professional Organizations• Active Learning Articles and Books

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Peer Instruction

Question

Think Poll

Discuss

Re-Poll

Explain

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Group Work 1) Peer-led Team Learning (PLTL)

2) POGIL (Process Oriented Guided Inquiry Learning)

3) SCALE-UP

4) Problem-based learning (PBL)

5) Classroom-based Undergraduate Research Experiences (CUREs)

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Formative Assessment for In-Class Activities

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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

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Brace Yourself

• There will be resistance • There will be extra work • There will be a learning curve • There will be hard choices

“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.)

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Tips for dealing with student resistance to

flipped learning1) 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.

Faculty

Student

Learning

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Transition Techniques• Pausing

• Chunking

• Solving

• Interacting

• Cooperating

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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?

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How would you implement some of

today’s ideas?